Spanish Magazine on the Inspection of Education or Educational Supervision
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Reseña: Alto y Claro. Claves para repensar la Educación
Reseña del libro Alto y claro. Claves para repensar la educación, de Nélida Zaitegi de Miguel (Maestra y Pedagoga), publicado por Plataforma Editorial.
Justicia social, ciudadanía, participación, cooperación, comunidad, vida plena, transformación social
Copyright (c) 2025 María José Madonar Pardinilla, Patricia Jara Serrano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Review: Pedagogical Writings by an Inspector that Weave together a Professional life. Half a Century of Commitment to Education (1975–2025)
Reseña de libro de Santiago Esteban Frades Escritos pedagógicos de un inspector que tejen una vida profesional. Medio siglo de compromiso con la educación (1975-2025).
Copyright (c) 2025 Carmen Romero Ureña https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Entrevista a don José Manuel García García
Entrevista a don José Manuel García García, Inspector del Cuerpo de Inspectores al Servicio de la Administración Educativa (último inspector del CISAE en activo).
Copyright (c) 2025 Alberto José Prieto Román, Ángel Lorente Lorente https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
20 Años de Avances en Supervisión Educativa: Una mirada al origen y al futuro
Entrevista realizada a los ex-directores de la revista Avances en Supervisión Educativa con motivo de la celebración de la Jornada del 20 aniversario de la misma, en la que se rememora su origen y se proyecta una mirada a su futuro.
Copyright (c) 2025 Mª del Rosario Rojas Martín, Marcos Rodríguez Bravo https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Review: The Organic Law on Participation, Evaluation and Governance of Educational Centres (LOPEGCE, 1995), three decades later
Review of the 30th anniversary of the publication of the Organic Law on Participation, Evaluation and Governance of Educational Centres (LOPEGCE 1995). Assessment and recollections of a direct witness from the presidency of the Association of Education Inspectors (ADIDE).
Copyright (c) 2025 Santiago Esteban Frades https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
La Inspección a debate a través de 20 años de Avances en Supervisión Educativa
Reseña de la Jornada conmemorativa del 20 aniversario de la revista ASE, bajo el título La Inspección a debate a través de 20 años de Avances en Supervisión Educativa, celebrada en Madrid el día 20 de noviembre de 2025.
Copyright (c) 2025 María del Rosario Rojas Martín https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Reseña: De la escuela que venimos a la que soñamos. El crisol de las emociones de un aprendiz de maestro.
Reseña de los libros de Pedro Navareño Pinadero De la escuela que venimos a la que soñamos. El crisol de las emociones de un aprendiz de maestro, Partes I y II, publicadas por la Editorial Letra Minúscula.
Copyright (c) 2025 José Luis Estefanía Lera https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Reseña: TALIS 2024. Estudio internacional de la enseñanza y del aprendizaje. Informe español
Reseña: TALIS 2024. Estudio internacional de la enseñanza y del aprendizaje. Informe español. Editado por la Secretaría General Técnica del MEFPD y el Instituto Nacional de Evaluación Educativa.
Copyright (c) 2025 María Goretti Alonso de Castro https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Dialogues in Data Power. Shifting Response-Abilities in a Datafied World
Review of the book Dialogues in Data Power. Shifting Response-Abilities in a Datafied World, edited by Juliane Jarke and Jo Bates, published by the University of Bristol.
Copyright (c) 2025 Alejandro Lozano García https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Reseña: Inteligencia Artificial para docentes. Sinapis de silicio
Este documento contiene una reseña de la obra Inteligencia Artificial para docentes. Sinapsis de silicio, de Beatriz Pizarro de Zulliger, donde se ofrece una introducción rigurosa y accesible a la inteligencia artificial desde una perspectiva educativa. Se introducen asimismo sus diversos capítulos, donde a lo largo de sus capítulos, la autora combina fundamentos de neurociencia, pedagogía y tecnología para ayudar al profesorado a comprender qué es la IA, cómo funciona y en qué medida puede apoyar —sin sustituir— los procesos educativos, destacando las diferencias entre la inteligencia humana y la artificial.
Copyright (c) 2025 Samuel Crespo Ramos https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Academic leadership of the Department Head at the University of Puerto Rico: An empirical analysis of contemporary competencies and challenges
Academic leadership constitutes a fundamental dimension in modern university management, especially in public institutions such as the University of Puerto Rico (UPR), where department directors face multiple challenges arising from external pressures, technological changes, and transformations in educational models. This research analyzes, through a quantitative approach based on validated instruments from the Educational Leadership Constituent Council (ELCC), the academic competencies perceived as most important by department directors, as well as their self-perceived mastery of these skills. The results reveal that although academic leadership competencies are highly valued (M = 4.28 on a Likert scale), there is a significant gap between importance and mastery, especially in areas of pedagogical innovation, technological integration, and collaborative work. Contemporary literature (2015–2024) corroborates the urgent need for structured professional development programs and formal mentoring to strengthen academic leadership in the Puerto Rican university context. This study contributes to the understanding of leadership development in Latin American higher education and provides specific recommendations for the professionalization of academic leadership. This study and its recommendations can be applied to a variety of resource-limited educational contexts.
academic leadership, department director, higher education, competencies, University of Puerto Rico
Copyright (c) 2025 Vilma Rivera Serrano https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The Pedagogical Advisory Function of the Educational Inspection: Historical-Legal Overview
This article offers a historical and normative analysis of educational inspection in Spain, with special attention to its pedagogical dimension and its role as an advisory body. Through a journey that spans from the nineteenth century to the present, the major legislative milestones and the different political contexts that have shaped its identity and functions are reviewed. The study shows how inspection has oscillated between models focused on bureaucratic control and others that prioritize pedagogical support, the latter being essential to drive educational quality improvement. This first part deals with the period from the birth of the professional inspection, in 1849, to the Second Republic, a stage in which there was a substantial change in the role assigned to the educational inspection. The paper concludes by pointing out that, although regulation has progressively recognized the importance of the pedagogical approach, its practical development has been patchy. This finding evidences the need to move towards a more formative, collaborative, and effective support-oriented model of inspection for centers and faculty, thereby consolidating their contribution to strengthening the educational system.
educational inspection, pedagogical guidance, historical evolution, educational legislation, educational quality
Copyright (c) 2025 Carmen Romero Ureña, Santiago Esteban Frades https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
AI-proof, or AI-resilient, are those that, even though they can be completed with the help of artificial intelligence technologies, still fulfill the learning objectives for which they were designed. This article discusses key principles and methodological guidelines for ensuring that Generative AI (GenAI) and Agentic AI (AAI) become effective tools for educational improvement rather than barriers that lead to more superficial and less meaningful learning.
AI, GenAI, AAI, Education, Cognitive Doubt, Teacher Agency, Digital Transformation
Copyright (c) 2025 Manuel Ángel Jiménez Gómez https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Educational Transformation through Artificial Intelligence: A Comparative Analysis of National Strategies and Perspectives for Spain
This study analyzes educational strategies related to artificial intelligence (AI) contained in 29 official national policy documents, examining how different countries conceptualize the transformation of their educational systems through this emerging technology. The analysis identifies five main approaches to AI in education: transformational-systemic, competence-professional, sectoral-applied, ethical-regulated, and emerging-experimental. The findings show that while some countries, such as Switzerland, adopt revolutionary visions that completely reconceptualize the educational process by enhancing human–AI collaborative thinking, others focus on specific applications or the development of professional skills. Spain emerges with a hybrid approach that has evolved significantly during 2024–2025, combining specialization in generative AI with new comprehensive educational initiatives. The conclusions suggest that Spain should consolidate its emerging leadership by developing an educational framework that integrates AI literacy from primary education, trains teachers in cognitive collaboration skills, and establishes educational infrastructures that foster experimentation and pedagogical innovation with AI.
artificial intelligence, educational transformation, educational policies, digital literacy, shared thinking, Spain
Copyright (c) 2025 Samuel Crespo Ramos, Fernando Faci Lucia https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Challenges of generative AI: training and transforming educational inspection with language models (AI)
This article addresses the urgent need to integrate artificial intelligence (AI)—and especially generative or conversational AI models—into the Spanish educational inspectorate. Using practical examples of AI applied to the inspection function, it analyzes the high-risk categories for education defined in the EU AI Act. In examining the emerging training needs for the responsible use of AI, the author argues that the educational inspectorate must develop digital competencies in AI to ensure effective oversight, evaluation, and guidance in contexts of increasing AI-driven educational digitalization. The proposed training model to safeguard the fundamental rights of students and teachers is based on UNESCO’s progressive levels (Acquire, Deepen, Create), the modular APLICA-Solutions courses of the Catalan Society of Pedagogy (SCP), and the seven ethical principles systematized by Catalonia’s Observatory of Ethics in Artificial Intelligence (OEIAC).
Educational Inspectorate, Artificial Intelligence (AI), EU AI Act, AI Competencies, Digital Ethics, European AI Regulation
Copyright (c) 2025 Neus Lorenzo https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Artificial Intelligence in School Management: Perceptions and Challenges in the Relationships with School Supervision
The article analyzes the perceptions of a sample of 31 school principals regarding the incorporation of Artificial Intelligence (AI) into educational management and its impact on the professional relationship with the Educational Inspectorate. A mixed-methods approach was adopted, highlighting a questionnaire composed mainly of qualitative items for data collection. The main results indicate a good and fluid relationship between school leadership teams and the Inspectorate, with advisory support standing out as the primary function. Likewise, the study reveals the emerging growth of AI tools focused on the automation of administrative bureaucracy and the consultation of educational regulations, although not free from doubts about their validity, ethical concerns, and the potential loss of professional judgment. The conclusions point to the need for a redefinition of the relationship between school leadership and the Inspectorate, preserving the human dimension as an essential core.
Artificial Intelligence; School Supervision; Instructional Leadership; Technology Integration; Data Driven Decision Making; Educational Administration; School Leadership
Copyright (c) 2025 José Alberto Martín-Sánchez, Juan Palomares Cuadros, Sara Jiménez Vicente https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The Instruction of Disciplinary Procedures that Had Been Examined Previously by the Courts
The instruction of disciplinary procedures against employees under the authority of the Educational administration is one of the duties of education inspectors. In certain cases, a judicial decision may be necessary because of the nature of the facts under investigation. To some extent, this decision is binding on the Administration but it does not bring the disciplinary proceedings to an end. This article aims to provide a guide for the instruction of this type of disciplinary proceedings: those which involve a judicial decision, or those which have gone through judicial proceedings without a final resolution. Reference will be made to the different milestones that usually prove problematic, and how to respond to them. The legal framework used in the article is the one currently applicable in Andalusia. Nevertheless, an effort has been made to include the necessary clarifications so that this discussion may also be useful in other Autonomous Communities.
legal procedure; teacher responsibility; civil servants; educational inspection
Copyright (c) 2025 José Miguel del Río Palomino https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Agentic Artificial Intelligence Model for the Integrated Management of School Absenteeism
School absenteeism continues to be managed in a fragmented and reactive manner, which hampers prevention and reduces equity across schools. This paper presents an agentic artificial intelligence model designed to integrate dispersed data, automate operational tasks and enhance coordination among educational stakeholders through a multi-agent architecture grounded in the MAPE-K cycle and supported by human oversight at critical points. The model is developed on the basis of a structured narrative review of scientific and regulatory literature (2000–2025) and is organised into twelve functional modules that incorporate ethical safeguards, enhanced traceability, interoperability standards and API-based integration. The proposal is implemented through a multilevel architecture encompassing the school, local area and district levels, aligned with existing educational protocols and the requirements of the GDPR and the EU AI Act. The system automates the ingestion and analysis of attendance data, generates early-risk alerts, supports personalised planning and coordinates interventions among teachers, families and educational services. It integrates HITL oversight mechanisms, a framework of key performance indicators and a phased implementation roadmap. The findings indicate high technical and organisational feasibility, although dependent on data quality, potential algorithmic bias and the need for robust institutional governance. The model strengthens early detection and evidence-informed decision-making, while maintaining human supervision to ensure equity, transparency and public accountability.
Agentic artificial intelligence, multi-agent systems, school absenteeism, educational governance; human-in-the-loop supervision (HITL), organizational learning, ethical and regulatory compliance, equity
Copyright (c) 2025 Fernando Faci Lucia https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Analysis of the Impact of Generative Artificial Intelligence on the Actions of Educational Inspection in Spain
This study provides an overview and analysis of the actions carried out by educational inspection services in the main autonomous communities of Spain, focusing on the potential application of generative artificial intelligence in each type of intervention. It first examines current incursions of artificial intelligence within analogous educational inspection bodies, both inside and outside Spain, to understand the possibilities this technology may offer in relation to the functions and responsibilities of this professional body. Subsequently, through a comparative analysis of representative action plans from inspection services in regions such as Madrid, Andalusia, the Basque Country, Catalonia, and the Valencian Community, twelve main categories of interventions were identified and evaluated according to five automation criteria. The results reveal an average potential time saving of up to 51.8%, along with a strategic redistribution of human resources and functions toward higher value-added tasks in the current and near-future technological context. The study proposes a model of “augmented inspection” that preserves and emphasizes irreplaceable human competencies while optimizing operational efficiency through the intelligent automation of administrative and procedural tasks.
educational inspection; artificial intelligence; automation; efficiency; digital transformation; educational evaluation; bureaucratic procedures; human competencies; educational technology; public services
Regulation and supervision of artificial intelligence in education: The role of educational inspection in the incorporation of intelligent agents
The emergence of Artificial Intelligence (AI) is profoundly transforming the educational landscape, offering unprecedented potential for the personalization of learning and the optimization of school processes. However, its integration poses significant ethical, pedagogical, and safety challenges, including algorithmic bias, the protection of personal data, and the risk of dehumanizing teaching. This article analyzes the strategic role of Educational Inspection in response to the growing incorporation of intelligent agents and other AI applications in schools. Based on a review of academic literature and the Spanish and European regulatory frameworks, it argues that Educational Inspection must evolve toward a key function of supervision and regulation of educational AI, ensuring quality, equity, and compliance with legal and ethical standards. A supervision model is proposed, structured around a decalogue of guiding principles — student-centeredness, ethics, transparency, equity, privacy, pedagogical quality, autonomy, professional training, collaboration, and continuous improvement. The model is implemented through successive phases of diagnosis and planning, training and capacity building, implementation and support, and evaluation and continuous improvement. To this end, specific instruments are suggested, such as evaluation rubrics for AI tools, regulatory compliance checklists, and classroom observation guides. The paper concludes that Educational Inspection has a historic opportunity to lead the responsible integration of AI, ensuring that technology serves as a catalyst for a fairer, more inclusive, and enriching education — always keeping the human being at the center of the educational process.
Artificial intelligence, educational inspection, intelligent agents in education, educational regulation, educational supervision, educational technologies, AI ethics
Copyright (c) 2025 José Francisco Álvarez Aguilar https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Narrativa y construcción de sentido: reflexión y práctica sobre el uso de la IA agéntica en la gestión del conocimiento personal (PKM)
The study examines how Personal Knowledge Management (PKM) systems can be enhanced through agentic AI to support self-directed and sustainable learning. Building on a conceptual review (DIKW framework, classical knowledge typologies) and established PKM methodologies (Zettelkasten, PARA, GTD, and Bullet Journal), it proposes and documents an applied workflow using Obsidian that integrates bidirectional linking, YAML metadata, periodic reviews, and spaced repetition functions. Operational practices are detailed — including daily and weekly templates, filters and databases, and synchronization of cards with Anki — as well as the incorporation of RAG and AI agents to generate Socratic questions, suggest connections, and produce study materials. A replicable technical–practical framework is presented that combines organization, attention, and working memory with responsible automation, emphasizing data exportability, interoperability, and control over task context. Ethical and design implications (discipline, tool transparency, and the limits of lock-in) are discussed, and criteria are offered for adapting the ecosystem to different preferences for autonomy and usability. The study concludes that, when well integrated into PKM, agentic AI enhances sense-making and long-term retention, provided it is accompanied by regular reviews, quality metrics, and an open architecture.
personal knowledge management (PKM), agentic artificial intelligence, self-directed learning, educational technology, Zettelkasten method, PARA method, Obsidian (software)
Copyright (c) 2025 Jesús López de Leyva https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Information Systems in Education: Key Tools for Data-Driven Decision-Making
Information systems are the main asset of companies and organizations today, as they contain all their information. Through them and the extensive collection of DSS (Decision Support Systems) tools, it is possible to understand the status of organizations, make decisions that allow them to evolve, and achieve their objectives more safely and accurately. Lacking the appropriate equipment and personnel dedicated to this task poses a risk that may be unacceptable given the stakes involved. From professional experience using and developing information systems in conjunction with DSS tools, we conclude that only by having these technological environments can we assess the risks of decisions made and the opportunities lost when these technological products, which are currently essential for the proper functioning and governance of companies and organizations, are not available. In educational systems, Education Management Information Systems (EMIS) meet this technological need. As an example of its application, we propose a reflection on the treatment of grade-level retention in the compulsory stage and the contribution that information systems could make to its treatment.
Information Systems; EMIS; DSS; Informed Decision-Making; Business Intelligence; Educational Assessment; Grade-level retention.; Reading Literacy
Copyright (c) 2025 Miguel Ángel Álvarez Gonzalo https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Artificial Intelligence and Data Protection in Education in Spain
Objectives: to verify the degree of compliance with data protection regulations by Artificial Intelligence systems used in education. Methodology: that of the social and legal sciences, based on a study of the current situation and the applicable regulatory framework in order to assess the effectiveness of its application and propose measures to guarantee rights. Outcomes: there are difficulties in the protection of personal data, due to a technological advance much faster than the normative granting of protected rights. Conclusions: AI systems used in education must comply with the strict European rules on personal data protection, but there are serious practical difficulties to ensure effective compliance.
Education; artificial Intelligence; data protection
Copyright (c) 2025 Francisco Javier Galicia Mangas https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Governance and quality in the Finnish education system: from inspection to assessment for improvement
This article analyzes Finland’s educational quality assurance model, a distinctive European case in which traditional school inspection has been replaced by mandatory self-evaluation of schools and providers together with independent external evaluation carried out by FINEEC. It describes the legal and organizational framework, FINEEC’s mission and methodologies and the National Evaluation Plan 2024–2027, and discusses current challenges in light of the sustained decline observed in PISA 2022 and recent OECD recommendations. It then provides a Spain–Finland comparison with a focus on Adult Education (governance, provision, recognition of learning, quality assurance and access). The analysis is broadened through the inclusion of France, drawing on a previously published article (cited in this manuscript) and on an Erasmus+ mobility period in the Académie de Versailles, in order to contrast three European models of public quality assurance and their effects on professional culture, trust and evidence use. Finally, the paper discusses implications for inspection in Spain, advocating stronger self-evaluation, formative use of data and coordination for improvement.
Finland; educational inspection; external evaluation; self-evaluation; France; Spain; Adult Education; Erasmus+; quality assurance
Copyright (c) 2025 María Goretti Alonso-de-Castro, Aurora Gil-Serrano, Francisca Luengo-Cáceres, Sonsoles Arribas-Barroso https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Our Paideia: An Anthropological and Ethical Analysis of the Use of Artificial Intelligence in the Educational System
We hereby present an ethical and anthropological reflection on the introduction of Artificial Intelligence (AI) into academic education at all levels, in conjunction with family-based education. Ethical inquiry must always unfold within the framework of an anthropological universe. Our current educational system draws inspiration from the Greek concept of paideia. Today, however, we are called to formulate a new paideia, one that allows us to discern how AI might be meaningfully integrated into education as a whole. In this reflection, we outline several potential benefits of AI within educational contexts, while also acknowledging the considerable ethical risks its implementation entails. Our analysis is informed by a range of international norms, declarations, and legal frameworks relevant to the subject. We also reference an ongoing debate within the French educational community, which offers valuable insights into the tensions and possibilities surrounding AI in pedagogy. In conclusion, we affirm that the concepts of (human) intelligence, responsibility, and discernment must illuminate any discussion of AI in educational environments. These values should guide not only policy and practice, but also the deeper cultural and philosophical questions that AI inevitably raises
artificial intelligence (AI); paideia; education; robots; ethics; anthropology
Copyright (c) 2025 José Sols, Julia Argemí https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
EDUTEAMS: An Artificial Intelligence tool for forming diverse, complementary, and equitable teams in collaborative learning
Teamwork is a key competence in 21st-century education, yet its development in schools faces persistent challenges: collaboration does not emerge automatically, and team formation based on random or intuitive criteria often results in inequalities and weak cohesion. This article presents an educational and technological experience centred on EDUTEAMS, a free platform developed by the Artificial Intelligence Research Institute (IIIA-CSIC) that applies artificial intelligence algorithms to form diverse, complementary, and equitable teams in educational contexts. It describes the design, operation, and initial validation of the tool through a descriptive innovation study conducted in Vocational Education and Training (VET) and higher education settings. The results show improvements in team cohesion, participation, and performance, as well as a reduction in teachers’ organisational workload. Overall, EDUTEAMS represents a pedagogical and technological innovation that promotes equity and effectiveness in collaborative learning.
Collaborative learning, artificial intelligence, educational technology, educational innovation, vocational education, teamwork, core competencies, EDUTEAMS.
Copyright (c) 2025 Mireia Vendrell, Carles Sierra https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
En memoria de José Antonio López Fernández. Inspector de Educación de Badajoz
Obituario del Inspector José Antonio López Férnandez, Inspector de Badajoz.
Copyright (c) 2025 José Luis Estefanía Lera, José Carlos Teijeiro Fuentes https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Analysis of Training in Educational Inspection in the Master’s Degree in Teaching
This article examines the presence and treatment of Educational Inspection in the curricula of the Master’s Degree in Secondary Education and Vocational Training Teaching offered by Spanish public universities, based on the analysis of their course guides. The aim is to determine the extent to which these programs incorporate specific training related to the functions, competences, and areas of action of inspection. The study focuses on a content analysis of the subjects and modules within the generic part of the master’s program, allowing the identification of both the presence and the treatment of these contents. The findings provide an overview of their degree of integration into initial teacher training and highlight the need to strengthen the inclusion of aspects that promote a more comprehensive understanding of the role of Educational Inspection, both in its contribution to the quality of the education system and in supporting teachers’ professional development.
Educational Inspection, initial teacher training, Master's in Teacher Education, Secondary Education, teacher professional development, educational quality
Copyright (c) 2025 Jose Balsa, Elena Segade https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
The Duplication of Sanctions and Recidivism in the Disciplinary Regime of Civil Servants: A Constitutional Perspective
This article examines, in accordance with constitutional case law, the principle of non bis in idem and its impact on the public service laws enacted by Spain’s autonomous communities. In particular, it analyses the constitutional conformity of certain disciplinary offences defined by these regional regulations, as well as the aggravating factor of recidivism included therein. It also presents various judicial rulings that uphold the possibility of dual sanctions —both criminal and administrative— when a special relationship of subjection exists between the Administration and public employees. The article further explores the procedural role of the Administration and the disciplinary officer in cases potentially involving both criminal and administrative liability, as well as the binding nature of facts established in final judicial decisions. Lastly, it provides a conceptual distinction between recidivism and repetition, based on definitions set forth in different regional statutes, and illustrates their application through specific examples of disciplinary offences in which these circumstances are treated as aggravating factors under the applicable sanctioning regime.
non bis in idem; triple identity; special subjection; disciplinary proceedings; primacy of criminal jurisdiction; disciplinary offences; recidivism; repetition
Copyright (c) 2025 Diego Sánchez Pacheco https://creativecommons.org/licenses/by-sa/4.0/deed.es_E
Interview with Mr. Miguel Soler Gracia, first and foremost, a Teacher of Secondary Education (Mathematics)
Entrevista a Miguel Soler Gracia.
Copyright (c) 2025 Mª del Rosario Rojas Martín, Guillem Centelles Badenes, Marcos Rodríguez Bravo https://creativecommons.org/licenses/by-sa/4.0/deed.es_ES