The exceptionality derived from the situation of confinement due to the COVID-19 pandemic has affected all areas of our functioning as a society: relational, health, economic, etc. and of course, education. This study focuses on the impact on these areas and the role played by aspects such as resilience, online social capital and life satisfaction. To this end, an exploratory quantitative study was carried out on 343 university students. The most important conclusion is to note the strong impact that confinement has had on the life situation of students, mainly in the psychological and academic fields, and the important role of the relationship with life satisfaction and resilience. We conclude with the need to work on the issue of resilience from the university and we offer a series of keys to that end.

Introducción. El conocimiento de las diferentes variables que inciden en el fracaso escolar es un tópico recurrente, en especial cuando estudios como el de la OCDE ponen de manifiesto que el 26% de los alumnos de ESO en España (un 6% superior a la media del total de países estudiados) no terminan sus estudios con la titulación correspondiente. El objetivo de la pre-sente investigación es establecer las relaciones entre los factores personales, familiares y académicos que explican el fracaso escolar, así como determinar de qué modo estos factores se determinan mutuamente. Método. La muestra estuvo constituida por un total de 1178 alumnos de cuatro institutos de Almería capital (España) pertenecientes a los cuatro niveles de la Educación Secundaria Obli-gatoria (E.S.O.). Para llevar a cabo la recogida de datos se han utilizado dos instrumentos de medida: una adaptación del cuestionario TAMAI y una medida del fracaso escolar. Resultados. Los resultados obtenidos ponen de manifiesto la influencia directa de variables como el nivel académico de los padres, el género, la motivación y las relaciones sociales en clase, entre otros. Discusión. Las hipótesis se cumplieron diferencialmente, mostrando el poder predictivo se-lectivo de las diferentes variables contextuales (familiares y escolares) y personales, en la explicación del fracaso escolar de los alumnos de Educación Secundaria. Tales resultados nos ofrecen una información muy relevante para comprender mejor y poder tomar decisiones, de cara a la prevención del fracaso escolar en esta etapa educativa.

Between March and May, Spain was one of the hardest-hit European countries by the COVID-19 pandemic and registered one of the highest death rates in the world. Among other measures, the political response was a lockdown of more than three months that was applied by means of six fifteen-day extensions. The Spanish Sociological Research Centre (Centro de Investigaciones Sociológicas; CIS, in its Spanish acronym) carried out a survey in early June (n = 4,258) asking respondents about their rating of the response to the situation and their ability to cope with further extensions of the state of emergency. The concept of resilience is key to understanding this situation and the population's ability to face up to it. This paper analyses factors that help bolster resilience, which include confidence in the political leader and in the perception or rating of the measures adopted. The conclusion highlights the importance of political communication, both of leadership and of political measures, in fostering social resilience.

This paper aims at showing a state of the art about digital citizenship from the methodological point of view when it comes to measuring this construct. The review of the scientific literature offers at least ten definitions and nine different scales of measurement. The comparative and diachronic analysis of the content of the definitions shows us two conceptions of digital citizenship, some more focused on digital competences and others on critical and activist aspects. This paper replicates and compares three scales of measurement of digital citizenship selected for their relevance and administered in a sample of 366 university students, to analyze their psychometric properties and the existing coincidences and divergences between the three. The most outstanding conclusion is that not all of them seem to measure the same construct, due to its diversity of dimensions. An online activism dimension needs to be incorporated if digital citizenship is to be measured. There is an urgent need to agree internationally on a definition of digital citizenship with its corresponding dimensions to elaborate a reliable and valid measuring instrument.

The 2030 Agenda sets out seventeen Sustainable Development Goals (SDGs). The educational goal is to promote the education of citizens on sustainable development, among other things. Educating today’s digital citizens on sustainability means training them for justice and social activism, commitment and political engagement. However, research into the subject shows a lack of consistency in the education of university students. This paper presents a study of students of Education, on education on sustainability through the practice of active and critical digital citizenship. A quasi-experimental method was used to learn about the behaviors of digital citizens, and intervention was carried out by means of an SDG-focused workshop and observation of the final level of commitment. The results show a positive level of commitment and digital activism around content related to sustainable development, which can be addressed from the university syllabus in a cross-curricular way.