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Psychology and Education for a Sustainable World, Current Advances and Cutting-Edge and Innovative Developments, Especially from the Use of the New Digital Framework

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 25 June 2024 | Viewed by 28653

Special Issue Editors


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Guest Editor
Department of Psychology, Sociology and Philosophy, Universidad de León, 24071 León, Spain
Interests: psychology and education; cutting-edge developments; new digital framework; sustainable world; psychological variables and processes

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Guest Editor
Department of Psychology, Universidad de Almería, 04120 La Cañada, Almería, Spain
Interests: sport psychology; physical activity; physical education; psychology and education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Articles of any type are welcomed which address the current problems of Developmental Psychology and Education in a sustainable world, or if preferred from the perspective of Psychology and Education. Works that address variables and psychological and instructional approaches in formal and non-formal educational settings, throughout the entire life cycle of people, will be welcome, as will perspectives from psychology, instruction, literacy, elderly, development, intervention, special education, social education, difficulties and disorders of development and learning, basic competencies (digital, communication, citizen), family, or community. Theoretical, systematic reviews, meta-analysis, empirical studies of any methodology, interventions, reviews of evaluation and intervention models, assessment and teaching systems and models are all also welcome. Studies on the use of digital technologies will be especially interesting, be they in evaluation, online intervention, online methodology, online data analysis, online instructional proposals, or online program development.

The only requirement is that it addresses psychological and educational variables or processes for a sustainable world, rigorously and with scientific quality, from the most current advances and above all pointers that mark new challenges and paths, from the theoretical and applied perspective, in improving the lives of individuals, families, groups, community, throughout their life cycle, in their various contexts, and in the improvement of a sustainable world, which provides quality of life and personal, social and community well-being.

The present Special Issue concerns psychology and education in a sustainable world, current advances and cutting-edge and innovative developments, especially from the use of the new digital framework. It is about providing the latest advances that from psychological perspectives (variables and processes) focus on education, especially from the use of digital and online approaches, from perspectives such as scientific psychology, or psychological discipline, concerned with its theoretical, technological, social and practical application, in the construction of a more sustainable world. Leading, innovative approaches, evaluation and intervention models, rigorous and cutting-edge methodologies, and those that provide social utility will be welcome. Any type of article may fit, whether they are empirical studies with any methodology (descriptive, comparative, evolutionary, experimental, observational), and with any age level, context or psychological discipline. Articles that provide scientific rigor, novelty and offer social utility in promoting a sustainable world are invited. Any aspect of behavior (mental, behavioral, emotional processes), both from the perspective of normative patterns and physical or mental health difficulties and problems, which contribute from scientific psychology to the improvement of educational processes and therefore of the well-being and development of individuals and groups, is a welcomed topic. The use of digital resources in any of the areas and for any of the purposes will be especially valued. The analysis and instruction of basic and specific skills (digital, communication, literacy, citizenship) will be well received, providing analysis and influence or management of variables and psychological processes.

The only requirement is that it addresses psychological and educational variables or processes for a sustainable world, rigorously and with scientific quality, from the most current advances and above all pointers that mark new challenges and paths.

Types of papers: Research (descriptive, validation, experimental, comparative, developmental); theory (review); systematic reviews; meta-analysis; meta-meta-analysis; mini-reviews; intervention; mini-papers; case analysis; methodology; assessment and intervention approaches; program development; applications in public policies.

Methodology: experimental; selective (comparative, descriptive, evolutionary, development, longitudinal, instrument validation, survey); observational (qualitative, ethnographic, documentary, interpretive); mixed reviews.

Data analysis and designs: Studies with all types of data analysis, designs and methodologies implemented will be welcome: multivariate, measurement and structure models, advanced data analysis, big data treatment, machine learning, design thinking, representation map and graphs, complex models, analysis observational, sequential, mediational and moderation analyses, causal models.

Prof. Dr. Jesús-Nicasio García-Sánchez
Prof. Dr. José M. Aguilar-Parra
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • psychology and education
  • cutting-edge developments
  • new digital framework
  • sustainable world
  • psychological variables and processes

Published Papers (11 papers)

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Research

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17 pages, 1055 KiB  
Article
The Relationship between Geographical Self-Efficacy and Academic Achievements in Geography: A Moderated Mediating Model
by Leilei Wang, Li Liu, Xue Meng, Qiyue Gao and Mengyi Fan
Sustainability 2024, 16(7), 2682; https://doi.org/10.3390/su16072682 - 25 Mar 2024
Viewed by 439
Abstract
There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on [...] Read more.
There are limited studies on the impact of domain-specific self-efficacy on academic achievements. The geospatial thinking ability is paramount to understand the relationship between geographical self-efficacy and academic achievements in geography. This study aims to explore the mediating effect of geospatial thinking on the relationship between geographical self-efficacy and academic achievements, and the moderating role of gender and attendance type. A total of 749 Chinese high school students, working as participants, anonymously completed a questionnaire covering topics like geographical spatial thinking, geographical self-efficacy, academic achievements in geography, gender, attendance type, and place of residence. The analysis using MPLUS 8.3 software indicates that geographical self-efficacy significantly predicts academic achievements in geography. Geospatial thinking plays a significant mediating role in this pathway, with gender and type of attendance having moderating effects. This study enhances the understanding between domain-specific self-efficacy and academic achievements, providing crucial guidance for educational practices, such as emphasizing geospatial thinking training for high school students, focusing on encouraging female students, and properly scheduling rest times for boarders, which will significantly contribute to the sustainable development of geography education. Full article
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28 pages, 1785 KiB  
Article
The Assessment of Attitudes towards Retirement from a Psychosocial Approach
by Maria Natividad Elvira-Zorzo, Enrique Merino-Tejedor and Miguel Lorenzo
Sustainability 2024, 16(4), 1549; https://doi.org/10.3390/su16041549 - 12 Feb 2024
Viewed by 1107
Abstract
The aim of this research is, on the one hand, to develop a scale that can be used for assessing attitudes towards retirement as a prevention and intervention tool for improving the life of people in retirement, thereby enhancing a sustainable world that [...] Read more.
The aim of this research is, on the one hand, to develop a scale that can be used for assessing attitudes towards retirement as a prevention and intervention tool for improving the life of people in retirement, thereby enhancing a sustainable world that offers quality of life, as well as personal, social, and community well-being, and the efficient use of available materials and socio-sanitary resources. On the other hand, the aim of this research is to analyze the psychometric properties of such a scale, i.e., the reliability and validity of a sample of people at an age that is close to retirement age. Hence, the factorial validity was tested using the confirmatory factor analysis (CFA) technique, and the criterion validity was tested by considering general self-efficacy, self-regulation, state of irritation, and certain dimensions of health and personality. The obtained results confirmed the existence of four factors in the scale of attitudes towards retirement as follows: (i) leisure, (ii) economy, (iii) status, and (iv) health. The obtained correlations showed that attitudes towards retirement are positively linked to variables such as self-esteem and self-regulation, whereas significant and negative correlations related to irritation and fatigue were found. Hence, according to the obtained results, the proposed scale is an easy and relevant tool for working on a better and more profitable psychological adaptation to retirement from work. Thus, a society where tools of psychological evaluation, such as the Attitudes toward Retirement Scale (ARS) proposed in this study, are utilized allows for the detection of problems among people facing retirement, which will lead to a more sustainable and evolved society that provides quality of life as well as personal, social, and community well-being. Full article
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18 pages, 787 KiB  
Article
Chinese and British University Teachers’ Emotional Reactions to Students’ Disruptive Classroom Behaviors
by Xinyuan Xu and Robert M. Klassen
Sustainability 2023, 15(15), 11798; https://doi.org/10.3390/su151511798 - 31 Jul 2023
Viewed by 827
Abstract
As globalisation increases, more teachers are teaching abroad. New teaching contexts present challenges to international teachers’ mental health. According to appraisal theory, the elicitation of an emotion is an interplay between situational (context) and dispositional (beliefs) antecedents, and people’s built-in dispositions are socially [...] Read more.
As globalisation increases, more teachers are teaching abroad. New teaching contexts present challenges to international teachers’ mental health. According to appraisal theory, the elicitation of an emotion is an interplay between situational (context) and dispositional (beliefs) antecedents, and people’s built-in dispositions are socially constructed and culturally shaped. Based on this premise, it can be assumed that, compared with local teachers, international teachers may experience different types or intensities of emotions due to their different beliefs and goals when they confront the same disruptive behaviours by students in the classroom. The aim of this research is to investigate Chinese teachers’ and British teachers’ emotional experiences while working in universities in the UK through a mixed methods study. The methodology that is employed in the present research is a pragmatic approach. A sequential mixed-methods design was used to examine the assumptions and discover possible explanations for the phenomenon. Study One investigated 99 participants (47 Chinese teachers and 52 British teachers) through a novel video-based survey and found that university teachers who were originally from China experienced a significantly higher level of anxiety and shame than teachers who were originally from Britain. The results show that in a new cultural context, international teachers can experience higher-level negative emotions in comparison with indigenous teachers. Study Two used semi-structured interviews to examine what factors could result in the differences discovered by Study One. The results indicated that the appraisal dimension of accountability and self-construals, shaped by cultural values, were the key factors influencing teachers’ emotional experiences. Overall, the research findings have implications for supporting international teachers’ emotional acculturation and the sustainable development of both policymakers and practitioners in foreign teaching contexts. Full article
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21 pages, 2585 KiB  
Article
Betting Scenario for the Management of University Professional Practices from the Conformation of Intersectoral Cooperation Networks
by Freddy Marín-González, Judith Pérez-González, Alexa Senior-Naveda, Mercy Narváez-Castro, Sharmila Rani Moganadas and Eduardo Garcés-Rosendo
Sustainability 2023, 15(7), 6215; https://doi.org/10.3390/su15076215 - 04 Apr 2023
Viewed by 1382
Abstract
The professional practices represent a space for interorganizational and intersectoral alliances that contribute to the development of localities and regions. From this referent, the design and validation of intersectoral cooperation networks is considered pertinent for the effective management of professional practices. Therefore, this [...] Read more.
The professional practices represent a space for interorganizational and intersectoral alliances that contribute to the development of localities and regions. From this referent, the design and validation of intersectoral cooperation networks is considered pertinent for the effective management of professional practices. Therefore, this article is oriented towards the construction of the ideal scenario where a universitygovernmentcompany intersectoral cooperation network can operate on a horizon of 2030. Foresight is used as a research and planning method, in conjunction with the consultation of experts from different social sectors that lead to obtaining sixteen scenarios of probable occurrence. For this, techniques, such as the prospective workshop, Delphi method, structural analysis (MICMAC) and scenario analysis (SMIC), are used. The results show a bet scenario where the four finally selected events occur, with a probability of occurrence of 35.7%, which would allow establishing future strategies that allow the network to be operational. It is concluded that the formation of a cooperation network for the management of university professional practices represents in itself a strategy to strengthen the curriculum and guide the achievement of common objectives in the intersectoral context studied. The contribution of the article to the study of sustainability sciences stands out, since it addresses a theme that leads to the description, explanation and understanding of the sustainable development of localities and regions from an educational dimension. In this sense, the contribution is synthesized from three planes of reflection and analysis: firstly, the understanding of sustainability as a multidimensional construct, where education is a key dimension to consolidate sustainable development processes; secondly, the management of interorganizational and intersectoral networks as a cooperation strategy that promotes sustainable development; and thirdly, prospective as a planning method that leads to delineating betting scenarios for sustainability management from an educational perspective, more specifically from the university curriculum. Full article
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14 pages, 554 KiB  
Article
The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement
by Qian Meng and Qi Zhang
Sustainability 2023, 15(7), 5767; https://doi.org/10.3390/su15075767 - 26 Mar 2023
Cited by 10 | Viewed by 7636
Abstract
Challenges and competition are being faced in higher education. Students’ unsatisfactory academic performance and dropouts are obvious problems worldwide. The “student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable [...] Read more.
Challenges and competition are being faced in higher education. Students’ unsatisfactory academic performance and dropouts are obvious problems worldwide. The “student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students’ academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance. Full article
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16 pages, 1168 KiB  
Article
Exploring the Instrumental and Emotional Supports for Sustainability and Social Participation
by Alejandro Canedo-García and Jesús-Nicasio García-Sánchez
Sustainability 2022, 14(16), 10377; https://doi.org/10.3390/su141610377 - 20 Aug 2022
Cited by 3 | Viewed by 1647
Abstract
The prevalence of instrumental and emotional support received was investigated, and several psychosocial characteristics were studied in a Spanish population of all ages (10–85 years) and different social groups, by using an 88-item online questionnaire, with a total of 2013 respondents. Participants reported [...] Read more.
The prevalence of instrumental and emotional support received was investigated, and several psychosocial characteristics were studied in a Spanish population of all ages (10–85 years) and different social groups, by using an 88-item online questionnaire, with a total of 2013 respondents. Participants reported on the instrumental and emotional supports they receive, and on a set of psychosocial variables (emotion management, motivation, self-efficacy, social and communication skills, and social support), as well as their sociodemographic data; all of which were considered as contributions to a sustainable world. Instrumental and emotional supports for sustainability were significantly less prevalent among older participants, men, people with low educational levels, low autonomy levels, retired individuals, and those with a low-income level. Older and female participants were able to manage their own and other peoples’ emotions significantly more frequently. Participant motivation was less prevalent among the participants with low autonomy levels and low-income levels. Younger participants with low autonomy levels were significantly less able to perform activities related to their self-efficacy. Extreme age groups, those with higher educational levels, singles, and those living alone, reported feeling lonely more often. These results help identify sociocultural characteristics of adults with low social participation, which is critical for developing useful strategies to promote community engagement and related benefits for older adults. Full article
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15 pages, 332 KiB  
Article
Representations of Social Justice and Digital Civic Engagement: The Influence of Psychosocial Variables in Teacher Training
by Miguel Ángel Albalá Genol, Edgardo Etchezahar, Antonio Maldonado Rico and Talía Gómez Yepes
Sustainability 2022, 14(12), 7096; https://doi.org/10.3390/su14127096 - 09 Jun 2022
Cited by 3 | Viewed by 1867
Abstract
Teacher training programs usually contain specific psychoeducational aspects, but these should also promote citizenship competences based on social justice in order to encourage a more sustainable world. The three dimensions of Social Justice, the Belief in a Just World (BJW) and Social Dominance [...] Read more.
Teacher training programs usually contain specific psychoeducational aspects, but these should also promote citizenship competences based on social justice in order to encourage a more sustainable world. The three dimensions of Social Justice, the Belief in a Just World (BJW) and Social Dominance Orientation (SDO) are psychosocial variables linked to the construction of civic engagement and participation, including in digital frameworks. The aim of the study was to analyze these variables in students seeking teaching training degrees that have begun their program and students who are finishing their studies. The sample was composed of 420 teachers enrolled in a Teacher Training Degree for Elementary Education with an age range between 17 to 44 (M = 21.10; DT = 3.26), among which a subgroup was in their first year of study (n = 217) and another group was in the fourth year (n = 203). The results shows that there were significant differences in social justice representations, and in levels of SDO and BJW, with a better psychosocial index at the end of training. The changes in social justice representations of future teachers are not uniform for the three dimensions and some gender differences were maintained, showing no significant differences in the variables evaluated in both stages of training. Finally, linear regression analyses showed that BJW and SDO predicted social justice representations and the Digital Civic Engagement of future teachers. The implications of the psychosocial variables studied are discussed as possible factors to consider in educational psychology to promote innovative developments from teacher training programs. Full article
12 pages, 1151 KiB  
Article
Social Media and the Pandemic: Consumption Habits of the Spanish Population before and during the COVID-19 Lockdown
by Diego Gudiño, María Jesús Fernández-Sánchez, María Teresa Becerra-Traver and Susana Sánchez
Sustainability 2022, 14(9), 5490; https://doi.org/10.3390/su14095490 - 03 May 2022
Cited by 7 | Viewed by 3084
Abstract
The confinement of the Spanish population due to the COVID-19 pandemic triggered a change in patterns of electronic device usage, leading to an increase in internet traffic. This study sought to evaluate the use of social media by the Spanish population before and [...] Read more.
The confinement of the Spanish population due to the COVID-19 pandemic triggered a change in patterns of electronic device usage, leading to an increase in internet traffic. This study sought to evaluate the use of social media by the Spanish population before and during the COVID-19 lockdown. An extensive ad hoc questionnaire was prepared and distributed to a total of 397 people of different ages from different Spanish provinces. The questionnaire was previously validated and was found to be reliable. The results showed that during the lockdown, the most frequently used social networks were WhatsApp and Facebook, although others, such as Telegram and TikTok, also experienced a significant increase in user registrations. There was also an increase in the number of hours spent per week using social media, especially Facebook, WhatsApp and YouTube, to share images, videos and audio messages, with a significant increase in document sharing and knowledge acquisition. The final section discusses some of the results and concludes by highlighting the importance of analyzing social behavior in times of crisis in order to design more effective and personalized communication strategies. Full article
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Review

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21 pages, 2147 KiB  
Review
Self-Determination Theory and Online Learning in University: Advancements, Future Direction and Research Gaps
by Mohd Shafie Rosli, Nor Shela Saleh, Azlah Md. Ali and Suaibah Abu Bakar
Sustainability 2022, 14(21), 14655; https://doi.org/10.3390/su142114655 - 07 Nov 2022
Cited by 9 | Viewed by 4253
Abstract
Self-Determination Theory (SDT) has been studied to comprehend human motivation, particularly in education. Numerous studies have been conducted at universities regarding online learning as a technology to mitigate the effects of COVID-19. On the basis of these expansions, however, there is a knowledge [...] Read more.
Self-Determination Theory (SDT) has been studied to comprehend human motivation, particularly in education. Numerous studies have been conducted at universities regarding online learning as a technology to mitigate the effects of COVID-19. On the basis of these expansions, however, there is a knowledge gap regarding what constitutes advancement, future direction, and research gaps regarding SDT in university online learning. This new systematic literature review analyzed 49 articles using PRISMA to bridge the knowledge gap. Currently, SDT research in online learning at university does not extensively integrate other theories and models, but there is a trend toward acceptance models and cognitive theories. Future research should incorporate additional SDT factors such as intrinsic motivation, external regulation, identified regulation, and amotivation in addition to autonomy, competence, and relatedness. As most research samples students, a research gap involving lecturers and mixed groups is suggested. The future is anticipated to be dominated by quantitative research, leaving qualitative and mixed methods as points of exploration. This review sheds light on the advancements, future direction, and research gaps regarding SDT in university-level online learning. It could serve as a basis for future research in SDT within the context of online education. Full article
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33 pages, 1955 KiB  
Review
Sustainable Local Development: Consolidated Framework for Cross-Sectoral Cooperation via a Systematic Approach
by Freddy Marín-González, Sharmila Rani Moganadas, Ana Judith Paredes-Chacín, Sook Fern Yeo and Subhacini Subramaniam
Sustainability 2022, 14(11), 6601; https://doi.org/10.3390/su14116601 - 27 May 2022
Cited by 1 | Viewed by 3898
Abstract
Cross-sectoral cooperation (CSC) has gained recognition as the key to achieving sustainable development goals within a locality. However, existing studies focused on sustainable local development (SLD) initiatives resulting from CSC remain sparse. This article aims to review the CSC–SLD literature, using the Preferred [...] Read more.
Cross-sectoral cooperation (CSC) has gained recognition as the key to achieving sustainable development goals within a locality. However, existing studies focused on sustainable local development (SLD) initiatives resulting from CSC remain sparse. This article aims to review the CSC–SLD literature, using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) method. Research questions were constructed using the PICOC (population, intervention, comparison, outcomes, and context) structure. The identification of scientific works occurred through the search of relevant keywords, which resulted in a final set of 38 peer-reviewed manuscripts, from 1994 to 2021. First, the main driving forces for adopting CSC, to achieve SLD, which are dispersed at multiple levels, were captured and contextualised into the micro-, meso-, macro- and mega-framework. Second, salient aspects addressed in the literature for effective CSC implementation were identified and classified into approaches, governance, structure, key actors, psychological and social aspects, and experiences themes. This resulted in a consolidated guiding principles framework for implementing CSC, to pursue SLD. Additionally, the use of theories in different aspects of CSC–SLD initiatives was discussed. This study informs the practitioners, policy-makers, and researchers the fundamentals that need to be considered when planning, designing, and implementing effective CSC interventions for SLD. Full article
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Other

Jump to: Research, Review

51 pages, 2926 KiB  
Systematic Review
Psychological and Educational Factors of Digital Competence Optimization Interventions Pre- and Post-COVID-19 Lockdown: A Systematic Review
by Alberto Díaz-Burgos, Jesús-Nicasio García-Sánchez, M. Lourdes Álvarez-Fernández and Sonia M. de Brito-Costa
Sustainability 2024, 16(1), 51; https://doi.org/10.3390/su16010051 - 20 Dec 2023
Cited by 1 | Viewed by 1115
Abstract
The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout [...] Read more.
The rapid development of the ever-changing information and communication society demands skills from its members that allow access to and adapt to the various situations that they may face. To achieve this, it is essential to acquire a set of key competencies throughout different stages of life, among which we find digital competence. This systematic review aims to analyse, through a series of focal points and indicators, the internationally published interventions in the last ten years aimed at improving digital literacy and the acquisition of this competence by students in early childhood education, primary education, and higher education, as well as professionals from various fields. The procedure followed for the selection of the interventions has been documented and graphically represented according to the PRISMA statement, with searches conducted across various databases and journals. In total, 26 studies were selected, covering the period before, during, and after the COVID-19 health lockdown, and the influence of the lockdown on the development of digital competence was examined. The obtained results show the evolution of the selected interventions in terms of general aspects, instructional and evaluative procedures, fidelity, and encountered limitations. The results demonstrate a growing concern for the development of digital competence, amplified by the needs arising during the COVID-19 lockdown and evidenced by an increase in interventions aimed at this goal. It also showcases the relationship between adequate acquisition and the nurturing of other psychoeducational variables like motivation or satisfaction. Full article
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