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In the educational context, adolescence is a time of great psychological, physiological, cognitive and social change (De la Barrera et al., 2019). Inclusive, equitable and quality education that promotes lifelong learning opportunities for all in society is pursued. Specifically, SDG 4 'Quality Education' postulates the education system as the starting point for the acquisition of the rest of the SDGs. These international reports reinforce the importance of promoting quality education from childhood and adolescence in order to build the foundations for a more just, peaceful and egalitarian society (Uitto & Saloranta, 2017). There is a need to address the major global challenges and to have a roadmap for sustainable global and human development hence, most countries around the world are trying to follow the 2030 Agenda for Sustainable Development (ONU, 2015) composed of seventeen Sustainable Development Goals (SDGs).Įducation for Sustainable Development (ESD) promoted by UNESCO since the 1990s, converges with the SDGs of the 2030 Agenda to conclude with the report on Education for Sustainable Development Goals: learning objectives (UNESCO, 2017a). The processes of change and social transformation that society has undergone in the 20th century and part of the 21st century make it necessary to become aware of the present and future of the world's population.
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However, boys' conflicts are mainly predicted by the emotional meaning and then by the attitude towards the conflict. The first predictor of girls' conflict is the type of attitude they adopt in conflict management. The findings show that girls and boys experience conflict in a similar way when they are part of a low conflict group. An intervention based on the GIAM pedagogical model was carried out through the practice of four traditional competitive cooperation-opposition games (marro, dodgeball, stealing stones, and pass the treasure). A total of 330 students (172 girls, 52.1% and 158 boys, 47.9%) from secondary education participated. The aim of the study was to determine the predictive capacity of the variables associated with the motor conflict process (intensity, attitude, and intervention) and the emotional meaning of the conflicts experienced by the male and female genders. AbstractTraditional games offer an exceptional relational setting to educate pupils' interpersonal relationships and offer equal opportunities to both genders.