Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 19th Aug 2026, 21:28:39 EET
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99 ERC SES 04 L: Promoting Equity in Education
Paper Session
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Relationship between School Institutional Justice and Students’ Emotional Regulation Skills: the Mediating Roles of Teacher Support and Peer Support 1: East China Normal University, China, People's Republic of; 2: The University of Melbourne, Melbourne, Australia Presenting Author:This study investigates how students’ perceptions of school institutional justice are linked to their emotional regulation skills. Emotional regulation skills—encompassing stress resistance, emotional control and optimism—are recognised as key predictors of long-term well-being and professional success (Cole et al., 1994; OECD, 2018; Fan & Wang, 2022). Large-scale international initiatives, such as the OECD Study on Social and Emotional Skills, similarly frame emotional regulation as a core social-emotional competence that is comparable across educational systems (Kankaraš & Suarez-Alvarez, 2019; OECD, 2018). Against this context, understanding how school justice and support relate to students’ emotional regulation skills is relevant not only for China, but also for European and other international contexts engaged in SEL and school climate reforms. Methodology, Methods, Research Instruments or Sources Used Sample and procedure This study was conducted within the three-year Basic Education Quality Improvement Initiative in Xi’an, China. A stratified one-stage cluster sampling design was used, with administrative districts as strata and schools as primary sampling units selected by equal-probability simple random sampling. All Grade 4 and above students in sampled schools were invited to participate. The final sample included 62,723 students (M_age = 12.66, SD = 1.99) from 50 schools, of whom 50.3% were female. Surveys were administered in classrooms by trained external proctors in the absence of teachers or school staff. Ethical approval was obtained, and informed consent was secured from schools and participating students. Measures All items were rated on a 5-point Likert scale (1 = strongly disagree to 5 = strongly agree). Instruments were translated from English into Chinese using Brislin’s back-translation procedure and reviewed by education researchers, principals and teachers for contextual appropriateness. A pre-test with 405 students was used to refine wording. School institutional justice (SIJ) was measured with six items adapted from work on school climate and policy justice, capturing perceived fairness of school rules, need-based support and procedural justice in policy implementation. Teacher support (TS) was assessed with six items adapted from a classroom social environment scale and revised to reflect the Chinese context (e.g., after-school services under the “double-reduction” policy). Peer support (PS) was measured with seven items adapted from a School Climate Scale, focusing on respectful, helpful and caring peer relations and perceived appropriateness of class size. Emotional regulation skills (ER) were measured using 15 items based on the OECD Social and Emotional Skills framework, covering stress resistance, emotional control and optimism. Student covariates included age, gender, parents’ marital status, number of children in the family and perceived family economic status. Data analysis Descriptive statistics were computed in SPSS 26. Construct and discriminant validity were examined via confirmatory factor analysis. Null two-level models were estimated to obtain ICC(1) and ICC(2), supporting the use of multilevel modelling. Multilevel structural equation modelling was conducted in Mplus 8 using TYPE = TWOLEVEL and the MLR estimator to separate within-student and between-school variance. Model fit was evaluated using CFI, TLI and RMSEA, with CFI/TLI > .90 and RMSEA < .08 indicating acceptable fit. Indirect effects were estimated via MODEL CONSTRAINT with bootstrap confidence intervals (5,000 resamples). Alternative models (direct-only, single mediator, parallel and chain mediators) were compared using fit indices. Conclusions, Expected Outcomes or Findings This study examined how students’ perceptions of school institutional justice are related to their emotional regulation skills, and tested the mediating roles of teacher and peer support using a large, stratified sample of 62,723 students nested within 50 schools. By applying multilevel structural equation modelling, we distinguished student-level processes from school-level differences and provided a more precise test of the proposed mechanism. At the within-student level, school institutional justice was positively associated with students’ emotional regulation skills. Although the direct path from institutional justice to emotional regulation was small, the total effect was substantial and was transmitted predominantly through relational processes. Teacher support emerged as the primary mediator, with an additional contribution from a chain pathway in which institutional justice was associated with higher teacher support, which in turn fostered more supportive peer relations, ultimately promoting better emotional regulation skills. In contrast, the peer-support-only pathway was very small, suggesting that peer processes play a complementary rather than primary role in this mechanism. At the between-school level, institutional justice, teacher support and peer support showed very high intercorrelations, and their structural paths to emotional regulation were small and statistically unstable. This pattern indicates that school-level variation in these constructs largely reflects a common school climate tendency rather than distinct institutional pathways, reinforcing the decision to focus substantive interpretation on within-school processes. Overall, the findings highlight that, within schools, perceptions of just and responsive institutional practices are linked to students’ emotional regulation skills chiefly through supportive relationships with teachers and, secondarily, peers. For policy and practice, the results suggest that efforts to enhance institutional fairness need to be closely integrated with initiatives that strengthen teacher–student and peer relationships if schools are to effectively foster students’ emotional regulation and broader socio-emotional development. References Bliese, P. D. (1998). Group size, ICC values, and group-level correlations: A simulation. Organizational Research Methods, 1(4), 355–373. Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2–3), 73–102. Lei, H., Cui, Y., & Chiu, M. M. (2018). The relationship between teacher support and students’ academic emotions: A meta-analysis. Frontiers in Psychology, 8, 2288. Neve, D. D., Bronstein, M. V., Leroy, A., Truyts, A., & Everaert, J. (2023). Emotion regulation in the classroom: A network approach to model relations among emotion regulation difficulties, engagement to learn, and relationships with peers and teachers. Journal of Youth and Adolescence, 52(2), 273–286. OECD. (2018). Social and emotional skills for student success and well-being: Conceptual framework for the OECD study on social and emotional skills. OECD Publishing. Precher, K. J., Zyphur, M. J., & Zhang, Z. (2010). A general multilevel SEM framework for assessing multilevel mediation. Psychological Methods, 15(3), 209–233. Pretsch, J., Ehrhardt, N., Engl, L., Risch, B., Roth, B., Schumacher, S., & Schmitt, M. (2016). Injustice in school and students’ emotions, well-being, and behavior: A longitudinal study. Social Justice Research, 29(2), 119–138. Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, 539–569. Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700–712. Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. Wang, M.-T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28(2), 315–352. Xu, H., & Chen, Z. (2023). Perceived teacher procedural justice and aggressive behaviors among Chinese primary students: The mediating roles of negative evaluation of school rules and malicious envy. Social Psychology of Education, 26(1), 25–44. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Educational Support Needs in the Subject Physical Education and Health Stockholm universitet, Sweden Presenting Author:In this paper, I introduce the aims and preliminary design of my planned dissertation project on students’ educational support needs in the subject of physical education and health (PEH). National evaluations of Swedish compulsory school have repeatedly shown that achieving inclusion and ensuring equal educational opportunities for all students remain persistent challenges in the subject of PEH (Skolinspektionen, 2010, 2012, 2018). These challenges are frequently linked to long-standing traditions within the subject that emphasize competition, performance, and bodily ability – traditions that tend to privilege certain students while marginalising others (Londos, 2010; Quennerstedt et al., 2008; Svennberg, 2017). Such traditions are likely to shape not only teaching practices but also teachers’ expectations of students’ achievements and their understandings of who is perceived as being in need of subject-related educational support. In this thesis, “Educational support” refers here to subject-related, targeted, and regularly provided support based on individual students’ needs in PEH. Such individual support may be delivered to students individually or in group settings. This includes both formal, school-regulated support and informal support embedded in everyday teaching, such as verbal guidance or physical assistance, aimed at helping students reach the subject’s learning goals. All teachers, regardless of subject, are required to provide educational support to students who need it. This means that they must make pedagogical adjustments in their everyday practice and adapt their teaching accordingly. The pedagogical adjustments need to be based on judgements about the students’ educational support needs, that is, what a specific student requires in a given instructional situation in order to benefit from the teaching. What these judgements are based on, and how they in turn construct students’ support needs, is complex and requires in-depth investigation. Against this background, the overall aim of this thesis is to explore how educational support and students’ subject-related support needs in PEH are constructed in policy documents, and by teachers, and how these constructions are enacted in teachers’ everyday practices. To address this aim, the thesis first examines how policy documents construct what counts as desirable and legitimate knowledge and ability in the subject, and how these constructions have changed over time. These historical policy constructions are assumed to underpin teachers' understandings and constructions of student's educational support needs in PEH, and how these constructions are enacted in practice. The thesis consists of three interrelated studies, each guided by a specific research question: RQ1: How are students’ educational support needs in PEH constructed in curriculum material from 1994-2022? RQ2: How do teachers understand and construct students’ educational support needs in PEH? RQ3: How are teachers’ understandings and constructions of students’ educational support needs enacted in everyday PEH practice, and how are these enacted through supportive interventions? The thesis is theoretically informed by critical policy sociology, drawing primarily on the work of Stephan Ball and colleagues (2012). From this perspective, policy is not understood as a neutral set of texts or directives, but as a social and political and formative process shaped by power relations, dominant discourses, and historical conditions. According to Ball et al. (2012), policy is enacted rather than simply implemented in a linear manner. This means that while policy provides discursive and material frameworks, it is interpreted and enacted differently in practice. From this perspective, variations in teachers’ understandings and constructions of students’ educational support needs cannot be understood without attention to subject traditions and contextual conditions. which means that policy both shapes and is shaped by context, suggesting that variations in enactments cannot be understood without attention to the contextual conditions. This perspective informs Studies 2 and 3, which examine how policy is enacted in teachers’ everyday practices in PEH. Methodology, Methods, Research Instruments or Sources Used The thesis employs a qualitative research design and consists of three interrelated studies. Study 1 addresses the macro level through an analysis of how conceptions of knowledge are constructed and transformed over time within the PEH curriculum materials. Study 2 focuses on the meso level by examining how teachers understand and construct students’ educational support needs within the subject. In this study, educational support refers to needs that teachers describe as individual, recurrent, and necessary for students to be able to reach subject-specific goals across different aspects of PEH practices. Study 3 addresses the micro level by analysing how teachers’ understandings and constructions of students’ educational support needs are enacted in everyday PEH practice. Together, this design enables an exploration of the interconnections between discourses, professional understandings, and teaching practices. The proposed conference presentation focuses on RQ1 and Study 1. It examines how policy documents construct what counts as desirable and legitimate knowledge in PEH, and how these constructions have shifted over time. The analysis focuses on how particular understandings of knowledge are foregrounded in policy, as well as what is marginalised or left unarticulated. These constructions are also understood to shape the conditions under which educational support needs come to be understood within the subject. They are therefore treated as an important backdrop against which teachers' understandings and constructions of students’ educational support are formed and enacted. The empirical material comprises PEH-specific syllabi from three curriculum reforms (Lpo94, Lgr11, Lgr22) and supplementary commentary published by the Swedish National Agency for Education (Skolverket, 2022). The material will be analysed using a genealogically inspired policy discursive analysis based on Bacchi’s (2009) approach: What’s the problem represented to be? (WPR). This approach conceptualises policy as a set of problem representations and enables a systematic examination of underlying assumptions, silences, and discursive shifts within policy texts. Through this WPR-inspired analytical lens, the study explores how constructions of knowledge in PEH shape the boundaries of what becomes seen and constructed as educational support needs within the subject. Conclusions, Expected Outcomes or Findings Expected insights from the genealogically inspired WPR analysis of the PEH syllabus (see RQ1): The analysis is expected to highlight how knowledge has been constructed in policy over time, and how certain forms of knowledge are foregrounded while others remain marginalised or silenced. It may also contribute to identifying both continuities and shifts in these constructions across different curriculum reforms. These policy constructions are understood as shaping the conditions for what comes to be perceived as educational support needs within the subject. In this sense, the analysis may provide an important analytical backdrop for the subsequent studies by offering a contextual understanding of how teachers’ understandings and constructions of students’ educational support needs take shape and are enacted in practice. At the conference, I also intend to discuss insights from the presented study in relation to how students’ educational support needs are addressed in supranational educational policies, such as OECD and EU policy documents. The purpose of this discussion is not to conduct a systematic comparison, but to reflect on whether the ways in which Swedish curriculum materials construct support needs in PEH appear to be specific to the national context, or whether similar tendencies can be identified in other countries’ policies. References Bacchi, C. L. (2009). Analysing policy: What’s the problem represented to be? Pearson Australia. Ball, S. J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. Routledge. Londos, M. (2010). Spelet på fältet: Relationen mellan ämnet idrott och hälsa i gymnasieskolan och idrott på fritid. Lärarutbildningen, Malmö högskola. Skolinspektionen. (2010). A lot of sport and little health: The Swedish Schools Inspectorate’s report from the flying inspection in physical education and health (Ref. No. 2010:2037). Skolinspektionen. Skolinspektionen. (2012). Physical education and health in compulsory school: With learning in motion (Ref. No. 400-2011:1362). Skolinspektionen. Skolinspektionen. (2018). Quality review of the subject physical education and health in years 7–9 (Ref. No. 400-2017:3948). Skolinspektionen. Skolverket. (2022). Curriculum for the compulsory school, preschool class and school-age educare – Lgr 22 [In Swedish]. Skolverket. Skolverket. (2022). Kommentarmaterial till kursplanen i idrott och hälsa – grundskolan. [Elektronisk resurs]. Skolverket. Svennberg, L. (2017). Swedish PE teachers’ understandings of legitimate movement in a criterion-referenced grading system. Physical Education and Sport Pedagogy, 22(3), 257–269. https://doi.org/10.1080/17408989.2016.1176132 Quennerstedt, M., Marie, Ö., & Eriksson, C. (2008). Physical Education in Sweden – a national evaluation. Educationline, 1–17. 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Gender Segregation in Dual Vocational Education and Training: Early Evidence from Spain. Universitat de les Illes Balears, Spain Presenting Author:Gender inequality remains a persistent challenge in European Vocational Education and Training (VET) systems, with implications for both social inclusion and economic growth. Policy frameworks such as the European Gender Equality Strategy 2020-2025 and 2026–2030 (pending approval) and the Herning Declaration on attractive and inclusive Vocational Education and Training (VET) for increased competitiveness and quality jobs 2026-2030 prioritize gender equality and call for targeted measures to reduce educational and occupational segregation (European Commission, n.d., 2026). Over the past two decades, Dual VET—combining classroom instruction with structured workplace learning as an integral part of the curriculum—has gained prominence within European policy agendas. The European Alliance for Apprenticeships (since 2013) have promoted cooperation among employers, trade unions, and public authorities to enhance apprenticeship quality and labor market outcomes (Cedefop, 2025; Consejo Económico y Social, 2023). In the EU, Dual VET is widely regarded as a key instrument for reducing early school leaving and improving employability and labor market integration. However, Dual VET systems channel learners into gender-stereotyped pathways and reinforcing both vertical and horizontal segregation in education and the workplace, thereby reproducing labor-market inequalities (Beckmann, 2025; Smyth & Steinmetz, 2015). Recent Spanish law on VET (Organic Law 3/2022) universalizes Dual modality across all programs, with full implementation planned by 2028. It differentiates between general Dual programs (that allocate 20–35% of training to workplace learning, usually beginning after the first three months, with companies contributing up to 20% of curricular learning outcomes) and intensive (exceeding 35% workplace training, are typically linked to a formal training contract, and grant companies responsibility for approximately 30% of learning outcomes) (Ley 3/2022, 2022). Despite the scope of this reform, research on Dual VET in Spain remains in an initial state, with limited research and fragmented data. This underscores the need to strengthen statistical systems and evidence-based monitoring. Moreover, existing studies rarely differentiate analytically between general and intensive dual programs, thereby limiting assessments of their respective effects on gender equity (Consejo Económico y Social, 2023; Mora et al., 2024; Navajas & Roldán-Casas, 2025). Early data in Spain associate Dual VET with improved academic performance and graduation. Although female participation in VET has increased, this trend mainly reflects overall system growth rather than genuine desegregation, as gendered educational choices remain structurally embedded. Policy and institutional analyses highlight that disparities in sectoral development, gendered access to training opportunities, and insufficient gender mainstreaming may reinforce occupational segregation, particularly affecting women (Maldonado et al., 2021; Consejo Económico y Social, 2023; Mora et al., 2024; Quintana-Murci et al., 2025; Sánchez et al., 2025; Cedefop & State Foundation for Training in Employment, 2023). Given the need for a deeper understanding of gender dynamics in Dual VET in Spain, this study is guided by the following research questions: 1) How is participation in Dual VET in Spain distributed by gender and by modality (general or intensive)?; 2) Are there gender differences in participation according to the program? This study has three main objectives: 1) Provide an initial descriptive overview of gender-related patterns in participation in Dual VET in Spain; 2) Examine gender differences in participation across programs, geographical contexts, enrolment volumes, occupational groups, training levels, and completion or dropout outcomes in Dual VET; 3) Generate recommendations for improving gender equality in general and intensive Dual VET programs in Spain. This paper is part of the R&D&I project Completion and dropout pathways in intensive Dual vocational training: empirical approach and recommendations (PID2023-149074OB-I00) founded by MICIU/AEI/10.13039/501100011033/ and FEDER, EU. Methodology, Methods, Research Instruments or Sources Used Study design This study employs a quantitative descriptive research design to examine gender participation patterns in Dual VET in Spain. This approach is suitable as an initial empirical exploration of a relatively under-researched area, without aiming to establish causal relationships or explanatory mechanisms. Data sources The analysis is based on secondary aggregated statistical data drawn from two key institutional sources for Dual VET in Spain: the Ministry of Education, Vocational Training and Sports and CaixaBank Dualiza. The period analysed covers 2020-2024 academic years, selected due to the availability of comparable data across both sources and its relevance to the recent consolidation of Dual VET within the Spanish education system. Unit of analysis and variables The unit of analysis comprises students enrolled in Dual VET programmes during 2020-2024 academic years, as defined by Organic Law 3/2022. As part of the available data on Dual predates the 2022 reform, these data are used as a proxy for intensive Dual VET, while data from general VET programs are used to approximate general Dual VET. This strategy is justified by the continuity of core program characteristics and the absence of fully consolidated post-reform data. Accordingly, the findings should be interpreted as indicative of structural patterns rather than definitive post-reform effects. The analysis focuses on gender, enrolment volume, geographical distribution, professional families, training level, and outcomes measured through completion and dropout rates. Data analysis Data were analyzed using descriptive statistical techniques, with Microsoft Excel as the primary analytical tool, given the aggregated nature of the data and the exploration purpose of the study. The analysis includes calculations of absolute and relative frequencies, percentages, gender participation ratios, and descriptive comparisons across categories. Tables and graphical representations were produced to facilitate the visualization of gendered participation patterns. Prior to analysis, a process of data review and harmonization ensured consistency in variable definitions across sources. Ethical considerations and limitations The study relies exclusively on publicly available, anonymous and aggregated data. Gender differences are interpreted as aggregated participation patterns shaped by institutional and structural contexts. The descriptive design and use of aggregated data limit causal analysis and the examination of individual trajectories or socio-economic factors. Nonetheless, the study provides a robust empirical basis for future feminist and gender-focused research and policy discussions on equity in Dual VET. The statistical sources record gender as a binary variable, which limits the analysis of non-binary gender identities. Conclusions, Expected Outcomes or Findings Dual VET in Spain reproduces—and in some dimensions reinforces—structural gender inequalities already present in the education and labor systems. Despite its expansion as a policy priority, intensive Dual VET remains a marginal pathway within Spanish VET. Women are systematically underrepresented compared to men across all Dual VET programs, with particularly low participation in intensive Dual VET. Gender disparities are not only national but also territorial, as most regions fail to meet the 40/60% gender parity benchmark. Age-related patterns further reveal gendered trajectories. Male participation in Dual VET—both in general and intensive—is predominantly concentrated at younger ages, whereas women’s participation is more fragmented and tends to increase at later life stages. This suggests that for women, Dual VET functions less as a linear educational pathway and more as a mechanism of re-entry, reskilling, or adaptation to segmented and precarious labor markets. The partial reduction of the gender gap at higher educational levels (ISCED 5) contrasts sharply with the strong male concentration in basic (ISCED 2) and intermediate (ISCED 3) Dual VET. This vertical segregation is compounded by persistent horizontal segregation: women are disproportionately channeled into feminized professional families linked to care, personal services, and health, while men dominate industrial, technical, and construction-related fields. Crucially, the professional sectors with the highest availability of company-based training contracts—those associated with intensive Dual VET—remain highly masculinized, thereby limiting women’s access to the most valued forms of work-based learning. Despite these structural barriers, women consistently display higher completion rates across all educational levels, revealing an efficiency paradox that current policies fail to address. Taken together, these findings underscore the need for targeted, gender-responsive policies in Dual VET, including proactive regional planning, stronger regulation of company participation, gender-sensitive guidance, and accountability mechanisms aimed at disrupting entrenched patterns of gender segregation. References Beckmann, J. (2025). Why do they leave? Examining dropout behaviour in gender-atypical vocational education and training in Germany. Journal of Vocational Education & Training, 77(2), 297–321. https://doi.org/10.1080/13636820.2023.2211546 Cedefop, & State Foundation for Training in Employment (Fundae). (2023). Vocational education and training in Europe - Spain: system description. In Cedefop, & ReferNet. (2024). Vocational education and training in Europe: VET in Europe database - detailed VET system descriptions [Database]. https://www.cedefop.europa.eu/en/tools/vet-in-europe/systems/spain-u3 Cedefop. (2025). Apprenticeships: incentives for employers and learners. Publications Office of the European Union. Cedefop reference series; 125. https://www.cedefop.europa.eu/en/publications/3097 Consejo Económico y Social. (2023). Dual Training in Spain: Situation and Prospects. Conclusions and proposals (1). Consejo Económico y Social. https://www.ces.es/documents/10180/5232164/Inf0123_conclusiones-EN.pdf/0eb0c439-1cfc-ae1c-d6f9-d67454eb69fa European Comission. (2025). 2025 report on gender equality in the EU. European Comission. https://commission.europa.eu/strategy-and-policy/policies/justice-and-fundamental-rights/gender-equality/gender-equality-strategy_en European Commission. (n.d.). Vocational Education and Training (VET). Herning Declaration. Retrieved 31th January 2026 from https://employment-social-affairs.ec.europa.eu/policies-and-activities/skills-and-qualifications/skills-jobs/vocational-education-and-training-vet_en Ley Orgánica 3/2022, de 31 de marzo, de ordenación de la Formación Profesional, Boletín Oficial del Estado, núm. 78, 1 de abril del 2022. https://www.boe.es/eli/es/lo/2022/03/31/3/con Maldonado Briegas, J.J., Sánchez, A. I., Brito-Costa, S., Citarella, A. & Vicente, F. (2021). Gender segregation in vocational educational training: a preliminary descriptive study in southern Spain. Confinia Cephalalgica, 31(3), 23-31. https://mattiolihealth.com/wp-content/uploads/2022/01/07-Briegas_ConfCeph3-21.pdf Mora, T., Escardíbul, J. O., & Pineda-Herrero, P. (2024). The effect of dual vocational education and training on grades and graduation in Catalonia, Spain. Educational Review, 76(4), 894–914. https://doi.org/10.1080/00131911.2022.2076656 Navajas, S. & Roldán-Casas, J. A. (2025). La Formación Profesional Dual en España: una revisión sistemática. Revista Complutense de Educación, 36(4), 495-511. https://doi.org/10.5209/rced.96813 Quintana-Murci, E., Salvà-Mut, F., Moso-Díez, M., Mondaca Soto, A., & Mestre Hernández, A. (2025). The challenge of student dropout in vocational education and training in Spain: Current situation, causes and solutions. In E. Quintana-Murci, F. Salvà-Mut, B. E. Stalder, & C. Nägele (Eds.), Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training,Palma, Mallorca, Spain, 21 to 23 May 2025 (472–483). VETNET. https://zenodo.org/records/15367418 Sánchez Muñoz, C., Martínez-Martínez, A. M., Corral Granados, A., & Morales Gázquez, M. J. (2025). La Formación Profesional como puerta de la profesionalización femenina. Mito o realidad. Revista Española de Educación Comparada, (47), 565–582. https://doi.org/10.5944/reec.47.2025.39543 Smyth, E. & Steinmetz, S. (2015). Vocational Training and Gender Segregation across Europe. In Reisel, L., Hegna, K. & Imdorf, C. (Eds.), Gender Segregation in Vocational Education (31, 53-81). Emerald Group Publishing Limited. https://doi.org/10.1108/S0195-631020150000031003 | ||