https://hdl.handle.net/10481/13684 Sun, 12 Apr 2026 05:59:12 GMT 2026-04-12T05:59:12Z https://hdl.handle.net/10481/105978 Aproximación a la percepción del riesgo online de usuarios de Internet Gallego Arrufat, María Jesús; Torres Hernández, Norma El principal objetivo de esta investigación es elaborar una cartografía de riesgos percibidos por usuarios de Internet de una edad comprendida entre los 14 y 77 años. La metodología es descriptiva, evaluando 841 usuarios. Se aplica una escala de 49 acciones de riesgo agrupadas en siete dimensiones: 1) conducta, 2) privacidad, 3) técnico, 4) manejo de dispositivo, 5) contenido, 6) comunicación y 7) gestiones y compras online. Las dimensiones se analizan con las variables género, edad, ocupación principal y horas de uso de Internet. Los resultados muestran diferencias en la percepción de riesgos online entre mujeres y hombres en todas las dimensiones excepto con los riesgos técnicos. Se encuentran valores más elevados en las conductas de riesgo y privacidad en todas las variables. Ello lleva a concluir la necesidad de formar en educación digital de los usuarios de Internet para disminuir riesgos en Internet.; The main objective of this research study is to elaborate a map of the risks perceived by Internet users between 14 and 77 years of age. The methodology is descriptive, assessing 841 users. A scale of 49 risk actions grouped in seven dimensions is applied: 1) behaviour, 2) privacy, 3) technical, 4) device handling, 5) content, 6) communication, and 7) online transactions and purchases. The dimensions are analyzed with the variables gender, age, main occupation, and hours of Internet use. The results show differences in the perception of online risks between women and men in all dimensions except for technical risks. Higher values are found for risky behaviour and privacy in all variables. This leads to the conclusion that there is a need to train Internet users on digital education in order to reduce risks on the Internet. Las autoras agradecen el apoyo financiero del Programa Operativo FEDER 2014-2020/Junta de Andalucía/Consejería de Transformación Económica, Conocimiento y Universidades de Andalucía/Proyecto B-SEJ-102-UGR18. La autora NTH agradece la financiación por parte del Ministerio de Educación y Formación Profesional (FPU17/05164). https://hdl.handle.net/10481/105978 https://hdl.handle.net/10481/91554 Distance Vocational Training in Portugal Nogueira, Fernanda; Pessoa, Teresa; Gallego Arrufat, María Jesús A changing society needs multiple mechanisms of action and intervention that encourages the development of skills and the subsequent process of prosperity of nation and social justice. Vocational distance training plays an important role in promoting skills and solving problems as the lack of specialized professionals or the need for retraining or upgrading assets. We advocate that educational research has an important contribution in the analysis of continuing vocational distance training and its strategic design. In this sense, within this article we developed a study review published in RCAAP (Scientific Open Access Repository of Portugal) between 2000 and 2015, seeking to understand the number, type and other characteristics of the studies focused on continuing vocational distance training. The analysis focused on a total of 60 studies leading to an academic degree seeking to highlight the main conclusions and investigative trends in this area and also main recommendations shared by researchers. https://hdl.handle.net/10481/91554 https://hdl.handle.net/10481/91552 School technology leadership in a Spanish secondary school: The TEI model Gallego Arrufat, María Jesús; Gutiérrez Santiuste, Elba; Campaña Jiménez, Rafael Luis This study analyzes the perception that teachers and management team members in secondary school education have of technology-based educational innovation (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders’ perspective of planning, development, and evaluation. The school leaders’ view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers’ practice. Based on reflection on the leadership–technology–innovation relationship, we derive a topdown model for use by teachers, schools, the community, and education authorities. https://hdl.handle.net/10481/91552 https://hdl.handle.net/10481/87310 Digital Rights and Responsibility in Education: A Scoping Review Gallego Arrufat, María Jesús; García Martínez, Inmaculada; Romero López, María Asunción; Torres Hernández, Norma Studies on digital rights in education have both gained attention and provided a framework for research, policy and practice in educational research within the field of educational technology. The potential benefits we appreciate in Internet use are inseparable from the maximum risks involved. Faced with this responsibility, individuals demand that their rights and freedoms be guaranteed in the digital environment according to their various roles as students, teachers, families or staff. This scoping review selects and analyses 54 theoretical and empirical studies from the last decade (2013-2023), identifying the main topics investigated as privacy protection in online environments, right to digital security or cybersecurity, and right to digital education. The review underscores the need to guide efforts towards digital education for citizens because the legal regulation of rights and responsibilities is necessary but insufficient. The paper also makes arguments about acceptance, limitations and implications for teacher training. https://hdl.handle.net/10481/87310 https://hdl.handle.net/10481/85697 An Educational Framework in Digital Rights and Responsibilities for Young Entrepreneurs Gallego Arrufat, María Jesús; Torres Hernández, Norma; García Martínez, Inmaculada; Domene-Martos, Soledad A strong link currently exists between entrepreneurship and use of technology and the Internet, primarily because young people increasingly use digital and online strategies to start and develop entrepreneurial initiatives. The goal of this document analysis is to propose a reference framework for digital rights in youth entrepreneurship based on selection and analysis of 20 documents with legislation, regulations, and reports that focus on guaranteeing safe, responsible digital environments. The study resulted in a framework for connecting digital rights and responsibilities with young entrepreneurs, based on three main points: rights to equality and participation; rights to freedom; and rights to development, creation, and sustainability. In addition to including concepts, practices, and applications in young people’s initiatives, the framework is useful for educating young entrepreneurs, guiding future research, and helping public administrations to promote the guarantee of digital rights and responsibilities for all. https://hdl.handle.net/10481/85697