Vol. 51 No. 4 (2022)

This number closes volume 51, with works --not assigned to any monograph-- that have gone through the demanding review processes of our journal. In the first place, a bibliographical review on design thinking is presented, which we trust will be a reference to know the state of the art in this field. Two research papers belong to the field of didactics of the English language: the first is dedicated to the development of the professional identity of teachers, and the second analyzes teachers' beliefs based on an experience with a picture book. The fourth article takes us to Mexico to analyze the impact of COVID on children's and youth orchestras in that country. The social representation of the family among primary school students in the Northwest of Spain and the territorial dimension in Catalan rural schools are the focus of two other articles of great interest in terms of their findings. The number also includes an article on dialogic reading in people with intellectual disabilities and the differences between its face-to-face and online application and another research that covers the evolution of the inclusion of students with special needs in recent years. The last two papers focus on the university environment: one analyzes the reasons why teaching studies are chosen in Spain and the other one the influence of affective variables on the academic path of engineering students in Paraguay.