Relation of the ICT with neuroeducation, inclusion, pluriculturality and environmental education through a Confirmatory Factorial Analysis study

Abstract

The present work aims to analyze the relationship of ICT with neuroeducation, educational inclusion, environmental education and pluriculturality through Confirmatory Factor Analysis (Structural Equation Model – SEM) of a created ad hoc and a validated and confirmed scale. For the search for answers, a non-experimental, descriptive, explanatory and correlational research process was carried out. The instrument used to collect the data was a Likert scale, which has been validated in content and with a good Cronbach's alpha (.825). The construct validity was carried out with an exploratory factorial analysis (KMO (.764), Bartlett (Sign.000), Determinant (2.891E-30)). The sample was of 292 students of Master’s Degree in Teacher Training from the University of Jaen (Spain). The Confirmatory Factorial Analysis (SEM) allowed us to conclude that this relationship is possible, with greater strength between education technologies and educational inclusion, and between the former and pluriculturality, and with less strength between environmental education and neuroeducation, what should be taken into account to implement in university training programs.

Keywords

• ICT
• Neuroeducation
• Educational inclusion
• Environmental education
• Pluriculturality