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This study addresses three issues linked to teaching practices in higher education and the implementation of teaching-learning methods in a changing context: (1) the profile of teachers using virtual platforms and blended learning (according to professional category, gender, teaching experience, and branch of knowledge), (2) the use of blended learning (according to the type of studies, number of students, and activities), and (3) the relationship between teachers' instruction and the use of blended learning. A quantitative, descriptive-correlational design and a sample of 982 teachers at 35 Spanish public universities have revealed that the profile of the teaching staff using blended learning corresponds to those in the field of social sciences and law, with a stable professional category, who report using virtual means in support of face-to-face teaching. The results confirm the need for teacher training and the design of institutional plans for monitoring and subsequent support.

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Copyright of EMPIRIA: Revista de Metodología de Ciencias Sociales is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teaching at the university is subject to continuous methodological change, which poses a significant challenge when assessing teaching methodologies. The main objective of this research was to analyze the impact that project-based learning (PBL) has on knowledge acquisition concerning the Didactics of Social Sciences. The study involved 290 students of the Primary Education Degree at the University of Cordoba, Spain. In order to collect information, a survey with a Likert scale (1–5) consisting of fifteen items was used. The results of the study show the need to make changes in traditional teaching—so deeply rooted in Social Sciences learning—and the methodological deficiencies that future teachers have in relation to active learning. In sum, the research provides an insight into good teaching practices implemented at the university for initial teacher training and the development of their professional skills. [ABSTRACT FROM AUTHOR]