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"education"

In 2012, in a context of high youth unemployment and under the influence of the European Union, Spain, began adopting dual vocational education and training (VET), initiating a policy transfer process that culminated in 2022 with legislation establishing duality as a defining feature of the national VET system. This article analyses the discourses and justifications expressed by national actors, focusing on the expected benefits that supported the adoption of dual VET during this phase. This study employs a qualitative methodology combining document analysis and semi-structured interviews. Data were analysed using Reflexive Thematic Analysis to ensure a structured and rigorous approach. The research focuses on governmental, business, union, and educational actors, as well as foundations promoting dual VET, with data collected at the national level and in the autonomous communities of Andalusia and the Basque Country. The analysis identifies four main justifications for the adoption of dual VET in Spain, with the first two being the most widespread: (A) as a solution to the mismatch between qualifications and labour market demands, focusing on employers; (B) as a tool to improve youth employment and reduce unemployment, focusing on young people; (C) as a catalyst for training partnerships and systemic improvement; and (D) as a tool to reduce dropout rates. The two most widespread justifications (A and B) reflect international trends and the educationalisation of economic problems. Although actors cited Central European models, critics questioned their relevance, pointing to earlier national reforms, regional labour disparities, and stronger VET outcomes than university education. Justification C presented dual VET as a tool to foster collaboration and address underinvestment in public training infrastructure. Justification D, the least prominent, associated dual VET with reducing early school leaving, an idea supported by employers and foundations but not by unions. © 2025 Brian Towers (BRITOW) and John Wiley & Sons Ltd.

Introduction: This article presents an innovative educational practice to promote transversal competences in computer engineering university students, through Project Based Learning (PjBL), providing students with the benefit of experiential learning. Challenges of a social nature were chosen, which are related to demographic aging. Once the course information has been collected, the challenge was to identify whether the students have really acquired the cross-cutting competencies that they should have developed on the course. Methods: After applying the model and pedagogical design of the Project-Based Learning (PjBL) methodology, and given the characteristics of the information sources used, a research design was carried out from a qualitative approach through the grounded theory method whose purpose is to induce substantive theory, related to learning, application, and emergence of transversal skills and the pedagogical strategy of the course. Results: The cross-cutting competencies identified were collaboration for efficient teamwork, communication among team members, and support and communication with the teacher and were noted to be of great importance for finishing with a high-quality final project. Discussion: Unlike other studies that are based on the evaluation of learning through grades, self-reported questionnaires, rubrics, tests, interviews, observation, self-reflection journals, etc., this research was conducted from a qualitative approach through the grounded theory method. According to the results obtained, it has been possible to identify the most relevant language elements for the studies and thus infer the acquisition of transversal competencies in university students of computer engineering, developed through the PjBL technique, providing students with the benefit of experiential learning. © © 2025 Noguez, Ortega Gutiérrez, Neri and Rubio.