Multidisciplinary Journal for Education, Social and Technological Sciences <p style="margin-top: 0cm; margin-right: 0cm; margin-bottom: 6.0pt; margin-left: 0cm; text-align: justify; text-justify: inter-ideograph;">This journal publishes high quality manuscripts that engage theoretical and empirical issues including education, social and technological sciences. They are tackled from a multidisciplinary perspective. The journal also features case studies focusing on practical implications, or papers related to learning and teaching in social and science disciplines, and finally, reviews on recent books. Articles published in the MUSE journal are of importance to academics, policy makers, practitioners and analysts in government and organizations, seeking to understand the diverse and complex characteristics of international environments. Though preferences are given to manuscripts that are international in scope, papers focused on domestic contexts and issues are also welcome, in order to facilitate the sharing of knowledge and potential generalizability of findings worldwide.</p> Universitat Politècnica de València en-US Multidisciplinary Journal for Education, Social and Technological Sciences 2341-2593 <p style="margin-bottom: 1em; line-height: 85%;">Since 2023 this journal is published under a license</p> <p style="margin: 0;"><a href="" target="_blank" rel="noopener"><img src="" /></a></p> <p style="margin: 0; line-height: 85%;"><sub>The previous articles keep the license which they were published (license that appears in articles pdf's).</sub></p> Development and Validation of a Booklet in Educational Research: A Supplementary Material for Filipino Teacher Education Students <p>With the recent revitalization of the teacher education programs in the Philippines, along with the implementation of outcomes-based education, the teaching of research among pre-service teachers has been a challenge for teacher educators to achieve expected outcomes and competencies. Through this research and development study, a booklet for undergraduate teacher education research was developed and subjected to validation by experts and intended users from a state-run university in Central Luzon, Philippines. Its paramount aim is to further intensify and deliver a more efficient and effective teaching and learning method for undergraduate research subjects through this supplementary learning material. The developmental process was guided by the analysis-design-development-implementation-evaluation (ADDIE) model. Results indicated that in general, instructional materials in undergraduate research are slightly available and slightly adequate as perceived by the respondents. There is also a need to develop a booklet specifically on topics under research methodology. The 4E x 2 model was adopted as an instructional design. Expert validators confirmed that the booklet was very much acceptable in terms of adequacy, coherence, appropriateness, and usefulness. The pre-service teachers evaluated the material, its modules, and lessons with much acceptability. Considering these, the validated material as an output of the study could serve as a potential supplementary material to facilitate learning critical content in educational research among intended users. Further review may be initiated, and mass testing of the material is recommended.</p> Julius Ceazar G. Tolentino Catherine G. Danganan Adonis A. David Jenelyn T. Peña Copyright (c) 2023 Julius Ceazar G. Tolentino, Catherine G. Danganan , Adonis A. David, Jenelyn T. Peña 2023-10-03 2023-10-03 10 2 1 23 10.4995/muse.2023.18678 Role of Higher Education to Adjust the Impulse Eating-Buying Behavior. A Systematic Literature Review and Bibliometric Analysis <p>Individual traits as impulsivity, used as emotion regulation or reward, trigger the increased consumption of unhealthy food, which affects the academic performance. The aim of this paper is to provide an overview of research published on impulsive eating and buying that helps enhance the higher education learning environments, to provide direction to the scientific knowledge to deliver a better understanding of impulsive actions and self-regulation. Three databases on literature related to the two terms from 1962 to June 2020, drawn from Scopus and WoS, were reviewed. The methodology is based on co-citation and cluster analysis, using two analytic tools: VOSviewer and CitNetExplorer. Main authors, keywords, affiliations, and sources on this research area are determined. Co-citation and coupling analysis show up a closer relationship between the two fields. As a result of clustering, six research streams are identified: (1) cognitive and trait influences on impulsiveness, (2) children and habits, (3) adolescents, (4) consumer behavior, (5) emotion control, and (6) personality and reward. Finally, a research agenda is proposed. The findings of this research highlight the importance of the role that education institutions are playing in order to promote healthy eating and access to healthy food consumption in their communities.</p> Ana Belén Perdigones Mónica Gómez-Suárez Copyright (c) 2023 Ana Belén Perdigones, Mónica Gómez-Suárez 2023-10-03 2023-10-03 10 2 24 45 10.4995/muse.2023.19204 Analysis of the optimization of resources with Learning Analytics techniques <p>This paper presents an empirical study based on the learning environment through different data analysis tools. The study is applied to the subject of Theory of Machines and Materials Resistance of the Chemical Engineering degree at the Universitat Politècnica de València (Spain), with the aim of being able to understand and optimise with greater knowledge the way of learning taught, to know what is more difficult for the students and to create a more personalised learning environment. In order to achieve this, it is important to have as much information as possible about the use and usefulness of the resources provided to the students as a teacher. Knowing this data will allow us to provide more efficient resources and to change those that, through data analysis, are not being useful to students. The results of this research show how, through applications such as Learning Analytics, greater performance can be obtained in both teaching and learning.</p> M-E. Torner C. Aparicio-Fernández J-L. Vivancos M. Cañada-Soriano Copyright (c) 2023 M-E. Torner, C. Aparicio-Fernández, J-L. Vivancos, M. Cañada-Soriano 2023-10-03 2023-10-03 10 2 46 58 10.4995/muse.2023.18545 Higher Education governance and policy in Spain <p>The knowledge society of the 21st century is undergoing important changes in the field of information, communication, and globalization, which has led Higher Education Institutions (HEIs) to play a leading role in its sustainable development, based on three fundamental pillars: social, economic, and environmental, which go beyond its traditional role based on training students to obtain a professional degree.</p> <p>The need to address these significant changes and improve the quality and efficiency of HEIs has led to a reassessment of their governance structures, which require a more agile governance system that includes professionalized management. The most recent analyses on governance agree that the current mechanisms and systems of participation and decision making must be modified to guarantee greater effectiveness, and an improvement in transparency and accountability with the aim of contributing to promoting the role of the university in society, highlighting its contribution to innovation, research, generation and transmission of knowledge, and fostering collaboration with the business environment to promote the socioeconomic development of the surrounding area. This article analyses the role of the governing bodies in Spanish universities, highlighting the challenges and threats, and providing critical insights that result in improved self-governance.</p> Francisco Rubio Carlos Llopis-Albert Shouzhen Zeng Dayanis García-Hurtado Copyright (c) 2023 Francisco Rubio, Carlos Llopis-Albert, Shouzhen Zeng, Dayanis García-Hurtado 2023-10-03 2023-10-03 10 2 59 76 10.4995/muse.2023.20181 Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students <p>The current study aims to check the effectiveness of differentiated ESP instruction using the hackathon. This study used the mixed research method. The participants of the study were 24 Information Technology (IT) students of the Physics and Technology Institute of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” who voluntarily took part in the study in 2022-2023. They were divided into two experimental groups and differentiated according to the social roles and the level of English language proficiency. Sensory, interactive and graphic scaffolding as the temporary assistance was integrated in the educational process. As shown by the results of the experimental learning, the second group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by both students and teachers, demonstrated significantly better results than the first group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by IT students only. Scaffolding should be regulated by both the teacher and the students. It was concluded that the use of hackathon with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills (speaking and writing) as well as other soft and hard skills.</p> Oksana Synekop Copyright (c) 2023 Oksana Synekop 2023-10-03 2023-10-03 10 2 77 93 10.4995/muse.2023.19966 Overview of Second Chance Schools in the Province of Malaga (Spain): A case Study <p>The rate of early school leavers (ESL) in Andalusia is relatively high, reaching 21.8% in 2020. This will condition the employability of specific population sectors and, to some extent, other exclusionary dynamics. Second Chance Schools (E20) are proposed as an educational alternative for those who have dropped out of school early.</p> <p>In this paper, we will analyze the profile of E20 users in the Malaga province and their motivations and expectations. We found that the majority of the participants in the Second Chance School programs in the province of Malaga are Spanish women aged 16-22 years old and living in Malaga City.</p> <p>The average drop-out age is 16 years old, and the main reason is demotivation and disinterest (29.5%, followed by family reasons (25.3%). The primary motivation for returning to studies is "self-improvement." The level of satisfaction of the participants is relatively high and has a very positive effect on other areas of life.</p> Almudena Macías León Rafael Arrendondo Quijada Copyright (c) 2023 Almudena Macías León, Rafael Arrendondo Quijada 2023-10-03 2023-10-03 10 2 94 110 10.4995/muse.2023.20153