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Evaluación del impacto de un programa de formación del potencial emprendedor en estudiantes de educación secundaria
(Estudios Sobre Educación, 2024) Azqueta Díaz De Alda, Arantxa; Sanz-Ponce, Roberto; Núñez-Canal, Margarita; Montoro-Fernández, Elisabet
Se evalúa el impacto de un programa de formación del potencial emprendedor en el desarrollo de las habilidades empresariales de 1036 estudiantes de 8 comunidades autónomas españolas en edad escolar y se analizan las diferencias en función de variables sociodemográficas. Se emplea estadística no paramétrica con un grupo control y otro experimental. Los resultados señalan la correlación positiva entre las actitudes que muestran los alumnos y las habilidades emprendedoras que adquieren sin diferencias por género, siendo mayor el impacto en el grupo experimental. Se requiere fortalecer la adquisición de estas habilidades que promueven la identidad y la intención emprendedora.
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Family factors and their relationship with improving the entrepreneurial potential of secondary school students in Spain
(Psychology, Society & Education, 2026) Sanz-Ponce, Roberto; Martín-Gutiérrez, Ángela; Azqueta Díaz De Alda, Arantxa; García-Grau, Pau
The study examines, on the one hand, the mediating role of entrepreneurial skills in the relationship between knowledge and entrepreneurial potential; and, on the other hand, the effect of parental educational attainment and its interaction with knowledge and skills. A total of 537 (47.3% women; M = 18.15 years; SD = 5.36) students from lower secondary school, upper secondary school, and vocational training took part. Scales measuring entrepreneurial knowledge, skills, and attitudes were administered, and the data were analyzed using correlations, tests for comparing means, mediation, and multiple regression. The results showed no differences in knowledge and skills according to gender or year group, although male students and vocational training students demonstrated greater leadership. Knowledge was not directly associated with entrepreneurial potential but was indirectly associated with it through skills. No effects of paternal educational attainment were observed, whilst maternal educational attainment did show an association in interaction with skills. Educational implications and future lines of research are discussed.
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Religious Education and Prevention of Violent Radicalization: Analysis of Catholic and Islamic Education Curricula in Spain
(The International Journal of Religion and Spirituality in Society, 2024) Azqueta Díaz De Alda, Arantxa; Merino Arribas, Dory
This article analyzes and compares the content of the curricula published in Spanish legislation in 2022, of Catholic and Islamic religions, in compulsory education in Spanish schools, in order to determine whether the subject taught in schools helps to prevent violent radicalism. A qualitative methodology is carried out, together with a critical discourse analysis, to detect whether the curricular content (Catholic and Islamic) reflects the intercultural educational reality and whether it teaches students the main descriptors of global competence and the codes of ethical, intercultural, and communication behavior. The descriptors related to tolerance, peace, coexistence, interculturality, respect, equality, dialogue, human rights, humanity, democracy, common good, gender perspective, citizenship, diversity, belonging, identity, critical thinking, participation, cooperation, empathy, information, violence, extremism, and inequality are analyzed. To conclude, they emphasize that religious curriculum design is a fundamental and vital aspect in the prevention of radicalism. Both Catholic and Islamic Education Curricula recognize the importance of the teaching of religion for young people to act as leaders in the construction of peace and the common good in society.

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