BURJC-Digital es el nombre del Repositorio Institucional de la Universidad Rey Juan Carlos. Tiene como objetivo archivar y preservar la producción científica resultante de la actividad académica e investigadora de la comunidad universitaria, con el fin de difundirla en acceso abierto.
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FLIPPED LABORATORY: AUTONOMOUS LEARNING IN ACQUIRING SKILLS FOR PHYSICAL CHEMISTRY LABORATORY PRACTICES
(Proceedings of EDULEARN24 Conference, 2024) Arencibia Villagrá, Amaya; Rodríguez Montoro, Oscar; Murillo Criado, Diana
The present study, which we have called Flipped Laboratory, integrates the flipped classroom
methodology approach in laboratory settings. The implementation of this methodology has been carried
out in the laboratory specifically for Physical Chemistry practices (AI-L) in two courses in the degrees of
Pharmacy and Experimental Sciences at Rey Juan Carlos University (URJC). The main goal has been
to encourage self-directed learning among students in this experimental area for the development of
their practical skills in the laboratory. To achieve this purpose, several digital resources have been
provided to students before each practical daily session. At the beginning of the practical sessions,
discussions were promoted between assistant professors and students both in person and using
interactive platforms. Subsequently, students have carried out their practical sessions with complete
autonomy. The direct consequence of these initiatives is that students have gained a greater degree of
independence in their practical work. Objective assessment results indicated highly positive outcomes.
Additionally, the analysis of student satisfaction surveys has revealed increased motivation and efficient
participation. These results show how students were able to take charge of guiding their own learning
thoroughly during practical sessions, thereby fulfilling the intended objectives.
IMPROVING STUDENTS HANDS-ON LABORATORY SKILLS THROUGH FLIPPED VIDEO LEARNING
(2025) Vargas Fernández, Carolina; Garcés Osado, Andrés; Sánchez-Carnerero, Esther María; Sánchez- Barba Merlo, Luis Fernando
Universities shape students beyond academics, fostering essential skills, work habits, and character traits.
However, STEM graduates often lack these transversal competencies. A student-centred approach is
proposed to align education with labour market needs, enhancing experience and social equity.
The flipped classroom with instructional videos enhances concept comprehension and key competencies,
including technological skills. It fosters critical thinking, creativity and collaboration at laboratory, while
reducing presentation stress. Technological accessibility has expanded video use, improving
interdisciplinary learning in STEM fields. Studies highlight better preparation and understanding of
chemical processes through this approach.
This study is developed in the first course of Biology Degree at the laboratories of Chemistry, part of the
School of Experimental Sciences and Technology at Rey Juan Carlos University. Formative activity of
laboratory practices is established through flipped classrooms using instructional videos. The proposed
activity is included in a project to study both the students' results in the laboratory formative activity and
their perception of the methodology through collected surveys, before and after the practices
development. Surveys are conducted to assess prior knowledge of the methodology and student
expectations, as well as final satisfaction after completing the activity. Student participation is voluntary,
with consent obtained and coordinated with the approval of the University Ethics Committee.
Regarding the results of the initial survey, students' perceptions scored above 4 points on a 5-point
Likert scale. These data reflect a high level of engagement with the activity, demonstrating interest in
analysing and synthesizing information to connect ideas and concepts related to the subject. Likewise,
students emphasized the importance of understanding the course evaluation structure and positively
valued their expectations regarding innovative group activities aimed at fostering their learning.
Considering the values from the final survey, the highest scores obtained, indicated that this activity
contributed to improving students' understanding of the content, even when conducted collaboratively
with classmates.
The grades obtained by students were compared with those from the previous course, in which the
video-based learning activity was not implemented. The participants achieved medium-to-high grades
with the implementation of the activity, compared to lower grades in the previous course. The
improvement in grades increased by 10%, with the implementation of the teaching innovation activity.
Therefore, adjustments in the methodology resulted in a favourable evaluation system that improved
the teaching-learning process outcomes, indicating strong student acceptance and interest in the
activity.
AI LITERACY IN UNDERGRADUATE EDUCATION: EXPLORING STUDENT PERCEPTIONS AND FUTURE CAREER IMPACT
(2025) Garcés Osado, Andrés; Sánchez-Barba Merlo, Luis Fernando; Navarro Sanz, Marta; Vargas Fernández, Carolina
The rise of artificial intelligence (AI) has transformed various sectors, including education. Large
Language Models (LLMs) like ChatGPT, Copilot, and the recently launched Deepseek are reshaping
learning by influencing how students learn, teachers instruct, and institutions operate. However, AI
adoption raises both concerns and opportunities. On one hand, overreliance on AI may hinder critical
thinking, problem-solving, and classroom collaboration while also raising ethical issues such as cognitive
bias, privacy, and data security. On the other hand, AI is seen as a tool to enhance learning through
self-directed study, immediate feedback, and personalized educational experiences. Understanding this
dual perspective is key for evaluating AI’s role in academic and professional development.
This study explores how freshman undergraduate students perceive AI, focusing not on its short-term
impact on learning but rather on their awareness of its potential role in their future professional careers.
Assessing AI literacy among students is crucial, as AI is expected to become a relevant component of
their professional environment. The research was conducted in a first-year Chemistry course within the
Environmental Sciences degree at Rey Juan Carlos University. The activity, worth 10% of the final
grade, followed a three-phase structure: (1) learning to formulate effective prompts and critically analyse
AI-generated responses, (2) solving an ill-structured problem designed by the professor using the
assistance of AI, and (3) formulating and solving a self-created ill-structure problem with AI support.
Student performance was assessed using a different rubric on each stage, with average scores of 7.4,
7.2, and 7.6 in each phase, respectively. These good scores indicate strong engagement, reinforced by
an 85% completion rate (79 out of 93 students).
To assess students' perceptions of AI’s impact on their professional development, a pre- and postactivity
survey was conducted using a Likert scale from 0 (strongly disagree) to 5 (strongly agree).
Cronbach’s alpha values of 0.74 and 0.80 for the initial and final surveys, respectively, indicated
acceptable internal consistency of the instrument. The statistical analysis, which included Shapiro-Wilk
tests for normality, revealed no significant overall differences between the initial and final responses, as
determined by the Wilcoxon rank-sum test (p-value = 0.6849). However, when analysed by gender,
significant differences emerged among female students regarding the relevance of AI in their
professional futures. Specifically, the Wilcoxon rank-sum test indicated a substantial increase in their
final survey responses (p-value = 0.004382), while no remarkable difference was found for men (p-value
= 0.09015). This shift in perception led female students to reach confidence levels similar to those of
their male counterparts. These results align with previous studies suggesting greater initial reluctance
toward AI among women. However, the findings also highlight how a well-structured and guided
approach fosters greater confidence in AI, particularly among female students, who initially showed
more hesitation but experienced a significant positive shift in their perceptions.
Policía Nacional y Guardia Civil en TIKTOK: una Comparativa entre Ambas Cuentas
(Visual Review, 2025) Puebla-MArtínez, Belén; López-Marcos, Casandra; Hidalgo-Cobo, Pablo
Este estudio analiza la utilización de TikTok como herramienta comunicativa de las fuerzas y cuerpos de seguridad de España. El principal objetivo es comparar el uso que hacen Guardia Civil y Policía Nacional de esta red social considerando el texto que acompaña a los vídeos publicados. Para ello, se articula una investigación descriptiva, de enfoque cuantitativo mediante el análisis de contenido. En cuanto a la estrategia de comunicación en TikTok, los resultados obtenidos muestran que la Policía Nacional está focalizada principalmente en aspectos de seguridad y delincuencia, frente a una Guardia Civil con tendencia a hacer gala del trabajo diario.
Ecofeminism and food activism in transformative travel as a tool for change
(Taylor & Francis, 2025) Orea-Giner, Alicia
This study investigates the influence of ecofeminism and food
activism as agents of transformative change in the context of
travel. Poststructuralist feminist theories guided the application of
qualitative methodologies. The results demonstrate that incorporat-
ing ecofeminist principles into travel contexts disrupts conventional
tourism frameworks and fosters significant social and environmen-
tal transformation through mindful consumption, support of local
economies, and collaboration with women-led enterprises.
Challenges such as societal prejudices, greenwashing, and financial
constraints impede widespread adoption. This study presents a
framework that connects ecofeminism and food activism in the
context of regenerative and sustainable tourism, emphasising their
joint ability to address issues of environmental conservation, social
justice, and ethical consumption.