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The purpose of this paper is to look at recent trends in scientific literature on the portrayal of autism in published and broadcast media and social awareness of the subject.

A bibliometric analysis of content of such publications was performed.

Results show that portrayals of autism from books, newspapers, news broadcasts, films and TV series are being scrutinized. Research focuses on the social categories of resulting stereotypes, the quality of such depictions, the benefits and downsides, stigmatization of individuals (with autism) and how society responds to these portrayals.

It is important to understand if media portrayals of autism are creating a realistic and constructive awareness of autism in society.

This study aims to delve deep into the differences observed in leadership acquisition and development between men and women and analyse the impact of certain extra-curricular activities demonstrated to influence leadership acquisition. With this evidence, this study intends to detect areas that require deeper analysis and suggest actions to redress the balance and promote a more egalitarian leadership in education in both teaching and management positions.

Accidental, as opposed to random, sampling was used via a cross-curricular study with a quasi-experimental design. The participants in this study were 335 teacher training students in Spanish universities. The Teamwork Skills Questionnaire was used to evaluate leadership and a self-assessment questionnaire to measure extracurricular activities.

Female students score lower in leadership skills and are engaged in fewer activities associated with successful leadership skills development. Very few students receive any training on leadership, with even fewer female than male students. Furthermore, the practice of certain extra-curricular activities can boost leadership skills. It has also been noted that these activities are carried out in different ways, depending on student gender.

This study has two points of focus: the level of leadership among education students, differentiating between male and female students, and the impact of certain extra-curricular activities carried out during the academic year, which have proven to have a considerable effect on the development of leadership skills.

Continuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence.

A cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge.

The different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals.

Therefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.