English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The so-called “educational crises” do not only surge from the internal debates in philosophy and psychology (knowledge), politics, power and pedagogy (learning), or inside the social sciences and the advance of technology (technology and society), but also these crises originate from the deep changes in the ways in which human beings interact within determined complex and multifaceted social spaces. It has become evident that future educational challenges are not defined by educational institutions, but by diverse social groups, and by how they dictate their own concepts, forms and educational objectives. What to learn, how to do it and why do it are all questions that find their answers within the social groups that have themselves been adapting, and not from the governmental institutions. Therefore, virtual education has big possibilities of becoming the modality that could best fit the needs of these groups. This work points to the intersection between virtual education and the way in which social groups interact and that will modify the educational scenes of the future.

La apropiación de la educación virtual por parte de los colectivos sociales: las nuevas relaciones entre la tecnología, el conocimiento, y lo social