The April barometer of the Center for Sociological Research has consulted Spaniards about the time change that takes place in Spain twice a year. 65.7% of those surveyed prefer that Spain eliminate the time change, while 24.5% opt to continue changing the clocks in March and October, as before. Regarding the choice of time, 66.4% prefer summer time, compared to 22% who prefer winter time. These and other data are collected in this barometer, prepared from 4,020 interviews carried out from April 6 to 10, 2026.

This month's barometer by the CIS asks about the usual questions such as voting intentions and the evaluation of ministers, as well as international policy issues such as the conflict in the Middle East. Vote estimation and leader evaluation According to the April barometer, the PSOE would now obtain 36.4% of the votes, the PP would remain at 23.6%, Vox drops 2 points compared to the previous month and remains at 14.7%, SUMAR at 5.8% and Esquerra Republicana would obtain 2.9% of the votes, with a higher percentage than Podemos (2.2%). Pedro Sánchez is the highest-rated political leader with an average score of 4.81 out of 5; followed by Yolanda Díaz with 4.25; Alberto Núñez Feijóo with 3.68; and Santiago Abascal with 2.75. Likewise, Sánchez is the favorite as Prime Minister for 48.1% of those surveyed who give their opinion, taking a 32.9 point advantage over Alberto Núñez Feijóo who is the favorite for 15.2%, Santiago Abascal is the favorite for 14.8%; Gabriel Rufián climbs positions and is now the favorite for 6.5%. Regarding the confidence inspired by the Prime Minister, 36.8% of Spaniards say that he inspires "a lot or quite a bit" and 61.9% say that he inspires "little or none". When asked about the leader of the opposition, Alberto Núñez Feijóo, 17.2% say that he inspires "a lot or quite a bit of confidence" and 81.6% say that he inspires "little or none". Evaluation of ministers The Minister of Economy and newly appointed Vice President, Carlos Cuerpo, is the best rated by Spaniards with a 5.93, followed by the Minister of Defense, Margarita Robles, who passes with a 5.33 and, in third place, would be the Minister of Social Rights, Pablo Bustinduy with 5.27. US and Israel against Iran In response to the recent bombings by Israel and the United States in Iran and the latter's response, 68.4% of Spaniards say they are "very or quite worried" - 4 points more than last month - 15.5% "somewhat worried", and 13.5% "not very or not at all worried". Furthermore, 86.9% believe that this war poses a risk to international peace, compared to 10.1% who say it does not. Following the stance taken by the Prime Minister, Pedro Sánchez, regarding the war in Iran, 38.6% indicate that Spain's image internationally has improved "a lot or quite a bit"; 11.8% say it has improved "somewhat" and 42.6% say it has improved "little or not at all". 58.5% of Spaniards believe that this war is affecting them personally; of these, 94.5% say that they notice it most in the rise in fuel prices (gasoline, diesel), 92.5% in the increased cost of the shopping basket, and 80.1% in the increase in the cost of electricity and gas bills. Time change 65.7% of those surveyed prefer that Spain end the twice-yearly clock change, while 24.5% prefer to continue as before. Furthermore, 66.4% prefer summer time, compared to 22% who prefer winter time. Problems in Spain According to those surveyed, Spain's main problem is housing (41.3%), followed by the economic crisis and economic problems (24.9%), and problems related to the quality of employment (19.2%). The problems that Spaniards consider to affect them most personally are the economic crisis and economic problems (38.8%), housing (25.6%), and health (19.5%). Personal and general economic situation 64.7% of Spaniards consider their current personal economic situation to be "very good or good," compared to 24.8% who say it is "bad or very bad." 9.9% consider their situation to be "fair." Regarding the overall economic situation in Spain, 37.1% consider it "good or very good," while 52.8% consider it "bad or very bad." And 7% say it is "fair." Optimism Those who consider themselves "very or quite optimistic" make up 56.5%, compared to 8.4% who show themselves as a "quite or very pessimistic" person. Regarding society as a whole, 29% consider Spanish society to be "quite or very optimistic", compared to 9.8% who consider society to be "quite or very pessimistic". These and other data are collected in the barometer carried out from April 6 to 10 with 4,020 interviews.

El Servicio de Biblioteca del Centro de Investigaciones Sociológicas (CIS) ha puesto en marcha la iniciativa Intercambio Científico, desde su página web, www.cis.es, que da acceso a más de 18.000 monografías académicas de todas las áreas del conocimiento (ciencias sociales, derecho, economía, ciencias de las salud, tecnología, etc.). El centro impulsa de este modo la difusión y el acceso a la información científica de calidad. El CIS se suma así a la Unión de Editoriales Universitarias Españolas (UNE) que en 2016 implantó este sistema de intercambio de libros digitales para uso de la comunidad universitaria. Están, así, disponibles para investigadores, profesores y estudiantes, lo que supone una ampliación significativa de la disponibilidad de recursos bibliográficos especializados para la comunidad investigadora. El servicio de biblioteca del CIS  ya ofrece, además, el acceso a otros recursos electrónicos como ProQuest Ebook Central (Plataforma digital con e-books de ámbito multidisciplinar en inglés y español) ; Web of Science (portal web que da acceso a datos bibliográficos de la producción científica destacada de revistas, libros…) ; JSTOR (biblioteca digital que da acceso a más de 12 millones de artículos de artículos de revista de una multitud de disciplinas) y eLibro (Plataforma digital con más de 110.000 e-books en español de todas las disciplinas académicas). La incorporación de esta herramienta se enmarca en la estrategia de la Biblioteca del CIS de modernización y mejora continua de sus servicios bibliotecarios.   

The CIS has conducted a study on the attitudes and demands of Andalusians, addressing issues such as floods, the management of the Andalusian Government, the problems that exist in Andalusia and the upcoming regional elections, among other topics. 26.6% of Andalusians acknowledge that they have been “very or quite affected” by the successive storms and floods that have hit Andalusia, compared to 71.8% who say they have been affected “little or not at all.” Furthermore, 66.3% believe that the number or intensity of these floods are related to climate change, while 21.6% consider it an “isolated event.” 60.8% of those surveyed say that the Community is “little or not at all prepared” to deal with this type of storm, 32% say that it is “very or quite prepared” and 3.9% say that it is “fairly prepared”. Likewise, 48.4% consider that the coordination between municipalities, the autonomous community and the central government has been “very or quite adequate” in the face of the consequences of the floods, and 43.2% say that it has been “not very or not at all adequate”. Public healthcare: the main problem for Andalusians 26.5% of those surveyed indicated that the Government of Andalusia should take the initiative in Public Health as a challenge in the coming years, secondly, the issue they mention most is the prevention of risks and catastrophes (12.6%) and, thirdly, infrastructure (11.1%). According to Andalusians, the main problem in the region is healthcare (38%), followed by housing (22.8%) and unemployment (21.7%). Even young people aged 18 to 24 and 35 to 44 identify healthcare as the main problem (30.9% and 33% respectively), above housing (26.1% and 24.7%). When asked about the problems that affect them personally, healthcare remains the top concern, but it has risen to 40.7%, a 23.5-point difference from housing at 17.2%, with infrastructure ranking third at 16.4%. For young people aged 18 to 24, housing is their biggest personal problem, as indicated by 32.6%. Among those who mention some type of problem in the Autonomous Community, 25.2% say that the PP is the party that maintains a position closest to their own regarding these concerns, 21.4% say it is the PSOE, 8.8% say it is VOX and 5.3% say Adelante Andalucía. Management of the regional government and the central government 40.2% consider that the overall management carried out by the Government of Andalusia in the last four years has been “very good or good”; 32.9% say “fair” and on the other hand, 25.8% believe that the management has been “bad or very bad”. Regarding the work of the central government, 23.3% say it has been “very good or good”, 26.1% say it has been “fair” and 49.6% say it has been “bad or very bad”. Flood management 59% believe the Andalusian Regional Government's handling of the floods has been "very good or good," 25.6% that it has been "fair," and only 12.8% that it has been "bad or very bad." Regarding the Spanish Government's response to the floods, 33.6% consider it to have been "very good or good," 24.7% that it has been "fair," and 37.9% that it has been "bad or very bad." Andalusian leaders The leader of the People's Party (PP), Juan Manuel Moreno, is the highest rated with a score of 5.87, followed by the leader of Adelante Andalucía, José Ignacio García (4.82). In third place is the coordinator of United Left (IU), Antonio Maíllo, who achieves a score of 4.73, and in fourth position is the leader of the Spanish Socialist Workers' Party (PSOE), María Jesús Montero (3.93); the leader of Vox comes in last place with a score of 3.32. When asked who they prefer to be the president of the Andalusian Government, 40.9% say they prefer Juan Manuel Moreno, 17.5% prefer María Jesús Montero, 5.6% prefer Antonio Maíllo; and 5.5% prefer José Antonio García. Qualities of leaders The leader of the People's Party (PP) is considered the most open to dialogue by 47% of Andalusians, the best prepared to govern by 45.7%, and the most reliable by 42.3%. Regarding the leader of the Socialist Party (PSOE), 21.3% believe she is prepared to govern, 18.3% say she is the most open to dialogue, and 16.5% consider her the most reliable. Regarding the qualities a president of Andalusia should have to govern, 46.4% believe that Juan Manuel Moreno has the "management skills and competence" and 23.7% say that María Jesús Montero has the same skills. 39.7% say that Moreno has a "vision for the future" and 19% believe that Montero also has one. Regarding the management of the current president of the Junta, Juan Manuel Moreno, the Andalusians rate it with an average of 5.79 out of 10. Regional elections 44.2% acknowledge that the main reason they choose a party is "because it is the one that best represents their ideas", 32.8% say that the reason for their choice is because "it is the party that is most capable of managing in the autonomous community", and 30.9% say that it is because of "the economic and social situation". Furthermore, 65% say that when voting in the next regional elections they will do so thinking about issues specific to Andalusia, compared to 27.5% who will do so thinking about general issues in Spain. These and other data are collected in the study 'Attitudes and demands of Andalusians after the floods' carried out from March 12 to 26 with 6,016 interviews.  

Spanish society is undergoing a transformation towards an increasingly digital environment, which is modifying both daily habits and social, educational, and family structures. In this context, the Center for Sociological Research (CIS), through the FOROCIS initiative, has convened a committee of renowned experts in education, technology, law, and social analysis to address, from a multidisciplinary perspective, the main challenges associated with digital citizenship. The meeting brought together specialists with extensive experience in the academic, institutional, and professional fields, allowing for the development of a rigorous and complementary perspective on this complex phenomenon. Throughout the session, the experts agreed that the current debate is fragmented and hampered by the mixing of concepts, contributing key insights from their respective areas of expertise to organize the analysis and move toward a more comprehensive understanding that integrates educational, social, and technological dimensions.   Organizing the debate: what questions are being asked and who is asking them María Zabala, author of Being Parents in the Digital Age and coordinator of Education and Digital Citizenship at FAD Youth, focused her intervention on the need to clarify the starting point of the debate. “It’s not the same to ask about the digital world and minors as it is to ask about the digital world in general and citizens,” he explained, stressing that the lack of precision conditions both the answers and their interpretation. In his speech, he highlighted that the current debate mixes different issues—mobile phone use in the classroom, educational digitization, access to social networks, or content consumption—making it difficult to identify the real problem: “We are confusing students' personal mobile phones during school hours with technology in the classroom, with the use of digital technology in the teaching process…”. Zabala also emphasized the gap between perception and knowledge: “There’s what you think you know and what you actually know.” From there, she introduced a structural reflection that permeated much of the meeting: the role of adults. According to her, there is a widespread difficulty in understanding how the digital environment works, leading to the delegation of responsibilities to others. This situation coexists with a difficult-to-sustain social demand: “Adults want secure internet, they want fast internet, they want free internet, they want internet that respects their privacy… but that doesn’t charge them.”   A complex environment that demands avoiding oversimplification Julio Albalad, director of the National Institute of Educational Technologies and Teacher Training (INTEF), of the Ministry of Education, elaborated on the idea of complexity, noting that the debate cannot be approached from simplistic positions. “Children’s social lives are currently in the digital world; it’s not that it’s not real, it’s that it is their reality,” she stated, emphasizing that separating the digital from the physical is artificial. From this perspective, she argued that any approach must consider the nuances: “This is full of gray areas and is very complex.” Albalad also warned of the indirect consequences of certain measures: “We live in a society where kids can access the internet through a VPN, bypassing any kind of filter; you're pushing them into a dark world.” This reflection connects with a broader perspective on the context in which this phenomenon occurs: “Society has much more complex problems: loneliness, changes in families, socioeconomic changes, and the level of poverty among minors. The studies we have show a correlation between healthy parental relationships with technology and healthy relationships between minors and technology, but there could also be a correlation with socioeconomic status and its stability.” Consistent with this approach, the interventions highlighted the existence of a digital socioeconomic divide that separates families and affects multiple situations, while also pointing to increasing social pressure to be in the digital environment, which is now aspirational. In this context, the group agreed on the need to deepen our understanding of social realities: to know what concerns citizens, how much they actually know about these issues, and to what extent they are willing to change their behavior. They also emphasized the importance of analyzing the impact on emotional well-being so that public policies can be based on rigorous data.   Technology and responsibility: a broader perspective Borja Adsuara, a lawyer, consultant and university professor, former director of Red.es, who has participated in the drafting of all Digital Law laws since 1992, provided a reflection focused on the role that technology occupies in the collective imagination. Throughout his speech, he argued that there is a tendency to oversimplify complex problems by attributing them to technology: “Technology has always been the scapegoat.” In his opinion, this approach reduces analytical capacity and shifts attention away from structural factors. In response, he advocated for a more balanced view, one that also acknowledges the benefits: “Artificial intelligence is saving lives every day, but we only see news about the dark side. We also need responsible communication. And in education, what do we want? To raise children in a bubble or to prepare them for the world they will inherit?” This reflection connects with his argument about responsibility, especially within the family: “Are you asking the State to prohibit the use of the mobile phone that you yourself gave to your child? (…) Welcome to responsible parenting.” Adsuara pointed out that the prohibition of access for minors under 14 years of age has existed in Spain since 2007, within the regulations implementing the 1999 Organic Law on Data Protection. However, the challenge lies in verifying age without jeopardizing the privacy of all users. “We have the General Law on Audiovisual Communication, the Digital Services Regulations, and the Comprehensive Law on the Protection of Children against Violence. But there are two non-technological laws: the Civil Code and the Penal Code. The Civil Code imposes the obligation on parents to care for their children under 18 and establishes their subsidiary civil liability. And in the Penal Code, there is a crime that has not yet been applied, but I am waiting to see if someone applies it in these environments: child abandonment.”   Digital education: use, context and educational models Laura Cuesta Cano, professor of Cybercommunication and Digital Strategy at Camilo José Cela University, and author of the books "Connected" and "Growing up with screens", focused her speech on the need to better understand what is being analyzed when talking about digitization. “The biggest mistake is continuing to use the term ‘screens’ for everything,” she noted, pointing to a conceptual confusion that, in her opinion, has shaped both the public debate and social perception. This lack of precision makes it impossible to differentiate between technologies, uses, and contexts, especially between what happens in the educational environment and what happens in the family setting. In this sense, he defended the need to incorporate a more comprehensive view, one that is not limited to measuring the presence of technology, but that analyzes how it is used and with what results: “We have highly digitized centers that, however, pedagogically they are not achieving strategies that are really working, and others with few digital resources whose teachers are achieving a high level of student learning.” This diversity of situations highlights, she explained, that the key lies not in the quantity of technology, but in its use and the educational models that accompany it. Therefore, she emphasized the importance of introducing qualitative analyses that allow us to understand what is actually being done in classrooms. At the same time, Cuesta extended this reflection to the family sphere, where significant differences are also observed: “We have families that lack skills, who, due to work-life balance, do not have time and are delegating to technology, and others that are more aware and are even overprotecting in the physical environment.” From this dual perspective —educational and social—, he advocated a change of approach: “We must not protect minors from the digital environment, but from the risks that exist in that environment.”   The social dimension: inequality, support, and digital citizenship Nacho Guadix, head of Education and Digital Children's Rights at UNICEF Spain, developed an intervention focused on the social dimension of the digital phenomenon, incorporating a broad and structural vision. Guadix elaborated on the issue of poverty and inequality, noting that the digital environment affects the entire population regardless of their context, while acknowledging that there are still 2.6 billion people worldwide who are not connected. From this perspective, she argued that the digital environment should be understood as an extension of citizenship, in which existing social dynamics are reproduced—and in many cases amplified. “The digital environment is a space for extending citizenship,” he stated, emphasizing that problems such as violence, discrimination, or inequality do not originate in the digital realm, but can intensify there. One of the key points of her presentation was the redefinition of the digital divide: “The access gap is very small, but the support gap is enormous.” She explained that many children have similar devices, but lack the same family support, whether due to a lack of time, resources, or skills. In this context, she pointed out that factors such as job insecurity and work-life balance directly influence technology use: in many cases, the device becomes an accessible solution in the absence of alternatives. Guadix also provided relevant data on cyberbullying: “School bullying affects around 25% of cases, while cyberbullying affects around 8%. However, the emotional impact of cyberbullying is two to three times greater than physical bullying because it has no time limits or geographical boundaries.” This characteristic of the digital environment—its continuity and lack of limits—adds complexity to intervention and reinforces the need to understand its specific dynamics. She also highlighted the social pressure associated with technology use, especially among young people, for whom participating in the digital environment is part of their social integration. This reality makes it difficult to propose solutions based solely on restricting access. Finally, she emphasized the importance of data and continuous monitoring: “These issues change a great deal, so it is essential to measure and understand what is happening in order to take action.”   Conclusions The meeting facilitated progress in identifying the main challenges associated with digital citizenship, focusing on the need to improve the existing understanding of technology use and its implications. In this regard, the experts agreed on the importance of delving deeper into how society perceives these phenomena, its level of comprehension, and the extent to which it is willing to modify habits and assume responsibilities. The crucial role of adult guidance and the influence of social context on technology use were also highlighted, as well as the importance of incorporating metrics and continuous monitoring to anticipate changes and adapt responses. Ultimately, the shared reflection suggests that the real challenge lies not only in technology itself, but in how society chooses to coexist with it and manage its impact on daily life.