The Revista Portuguesa de Educação (RPE) – which is published continuously – published five articles in December:

– Santana Martel, J. S., & Pérez Garcías, A. (2024). Co-creation of technology-mediated assessment and its relationship with university student self-regulation and agency: The teachers’ perspective . Revista Portuguesa De Educação, 37(2), e24042. https://doi.org/10.21814/rpe.32964

– García-Barrera, A., Lucas-Barcia, E., Martínez-Álvarez, I., & Alonso-de-Mena, E. (2024). The challenge of e-assessment in Moodle: Current situation in Madrid universities. Revista Portuguesa De Educação, 37(2), e24043. https://doi.org/10.21814/rpe.31362

– Marín Suelves, D., de Oliveira Barbosa, M. L., García Tort, E., & Sánchez Cruz, M. (2024). Digital resources for attention to diversity: A bibliometric and content study. Revista Portuguesa De Educação, 37(2), e24044. https://doi.org/10.21814/rpe.32773

– Vilhena, R. (2024). A pedagogical vision of ICT under the role of the teacher-researcher. Revista Portuguesa De Educação, 37(2), e24045. https://doi.org/10.21814/rpe.34486

– Sales Jacques, J., & Mallmann, E. M. . (2024). REA culture: Ethics and aesthetics in teacher education. Revista Portuguesa De Educação, 37(2), e24046. https://doi.org/10.21814/rpe.31691

These 6 articles complete volume 37, number 2 of RPE (July to December), which includes 25 original articles, in Portuguese, English and Spanish, written by 60 authors from Portugal, Brazil, Spain, Mexico and Chile.

This issue also features an editorial by Professor Emeritus Licínio C. Lima reflecting on education under digital domination (https://doi.org/10.21814/rpe.38730).

You can access Vol. 37 No. 2 (2024) July-December here: https://revistas.rcaap.pt/rpe/issue/view/1827