This articles aim is to provide specific information about a field that has been poorly and marginally addressed on research, the use of ICTs during leisure time by the most vulnerable youth and their socio-educational treatment. In order to do so an analysis of the information obtained from an ad hoc questionnaire has been made. This questionnaire was applied to a sample of 1.764 post-compulsory education students from all the Spanish regions, among which 493 were vulnerable. The outcomes show the use of ICTs by vulnerable youth is similar to the use made by the rest of young population. Miguel Melendro Estefanía, Francisco Javier García Castilla y Rosa Goig MartínezNevertheless, in these cases it is necessary to pay special attention to the high intensity and frequency, the isolation and exclusivity of use and to the gender differences in their practice of ICT, elements that increase significantly their vulnerability. Determined competences to develop are also detailed, to be used with these youth so they can make an inclusive and transforming use of ICTs, which gives them access to more relevant cultural capital than mere instrumental learning.
International organizations emphasize the basic right of everyone to enjoy leisure because of the contribution it makes towards peoples self-realization.
This article seeks to determine the specific features of the leisure of young people in vulnerable situations, by identifying its characteristics and the influence of passive leisure and the Internet.
This is carried out through various interviews with key informants, such as young people in social difficulties and the social workers who work with them. A qualitative methodology has been used and for the analysis of content, the Atlas- ti program version 6.0. The project undertaken has helped to identify specific interventions for meaningful leisure, to define the main trends in virtual leisure and to characterize strategies for improving enjoyment.
This paper aims to rehabilitate leisure as one of the fundamental components of educational policy planning. Drawing on an epistemological and longitudinal analysis on leisure, we show how criteria and actions may be used to face educational challenges. This is precisely a very relevant topic nowadays, as democratic societies need, perhaps more than ever, to educate their members are free citizens, able to participate in the decision planning and taking processes. Our main argument is embedded in the first great synthesis of policy, education and classic philosophy, mainly in Aristotle´s works, various epistemological and semantic factors and the recent approaches of Russell and Nussbaum who understand leisure as the guarantee of practical rationality of educational policy. Our results emphasize leisure as skholé and show its potential innovative value for humankind in a creative educational policy design.
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