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Impact on the Sustainable Development Goals (SDGs)

Analysis of institutional authors

Lopez De Arana Prado, ElenaAuthor
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Gender Identity and Affective-sexual Diversity in the Education Degrees of the University of the Basque Country (UPV/EHU): An Unfulfilled Training Demand

Publicated to:Revista De Investigacion Educativa. 42 (1): 147-+ - 2024-01-01 42(1), DOI: 10.6018/rie.546421

Authors: Hermoso-Larzabal, E; Llorente, PA; López-de-Arana Prado, E.

Affiliations

Universidad Autónoma de Madrid - Author
University of the Basque Country - Author

Abstract

Universities should train future teachers on issues related to gender identity (GI) and affective-sexual diversity (ASD). However, authors conclude that there is a lack of knowledge about these issues among university teaching staff. The aim of this case study, which is situated in the Bachelor's Degrees in Early Childhood Education (ECE) and Primary Education (PE) at the University of the Basque Country (UPV/EHU), is to analyse the university students' perspective on GI and SAD, the perception and assessment of the training received, and the projection of their ability to deal with issues related to GI and SAD in their future professional work. 233 students completed the questionnaire, the answers to which were analysed in SPSS. In addition, three also participated in the interviews, which were recorded, transcribed, categorised and analysed using NVIVO 12 software. The results show the lack of training perceived by the students in relation to these issues, so that their demand for training is not satisfied. This lack of training leads them to perceive themselves as incompetent when it comes to responding to this type of diversity in their future classrooms. It is concluded that the university training offer related to GI is not sufficient.

Keywords
Gender equalityQuality education

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista De Investigacion Educativa due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position 179/760, thus managing to position itself as a Q1 (Primer Cuartil), in the category Education & Educational Research.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-05-19:

  • Scopus: 1
Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-19:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 14.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 17 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.25.
  • The number of mentions on the social network Facebook: 1 (Altmetric).
  • The number of mentions on the social network X (formerly Twitter): 2 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.
Continuing with the social impact of the work, it is important to emphasize that, due to its content, it can be assigned to the area of interest of ODS 5 - Gender Equality, ODS 4 - Quality Education, with a probability of 44% according to the mBERT algorithm developed by Aurora University.
Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: Last Author (LOPEZ DE ARANA PRADO, ELENA).