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Education, in general, is part of a changing and liquid society (Bauman & Donskis, 2019) that has to evolve in tune with the changes occurring in the educational ecosystem. In this context, technologies appear that are gradually being incorporated into the educational environment and, consequently, new forms of teaching appear, i.e., the so-called emerging methodologies (Cabero-Almenara et al., 2022; Villamarin-Reinoso et al., 2022). The incorporation of these require a reflection based on experimentation, research and, therefore, on evidence that can support new educational models in teacher training to meet social challenges and the formation of citizens in the interpretation of reality and their realization as people. These methodologies cause the students to play an active role in the whole teaching-learning process and require teachers to undergo ongoing training in order to incorporate them and work in the classroom from a pedagogical, didactic and technological approach (augmented reality, flipped classroom, design thinking, gamification, m-learning...). Hence, talking about emerging methodologies goes beyond talking about technological renovation and integration, which are key aspects in these approaches, but also means thinking about the inclusion of participating voices in the educational processes from the interaction and democratization of the classroom (educational diversity and inclusion). In this sense, university education is not left behind, since "it must innovate in its teaching-learning processes and provide different means that help students to generate new ideas creatively, acquire skills adapted to the needs of the labor market and learn to respond appropriately to the demands of the environment". (Fernández-Piqueras, et al. 2020, p.185). Therefore, the incorporation of these methodologies can favor the teaching-learning process in all areas of knowledge, but first the following questions should be rethought: how are we currently teaching, for whom are we teaching, what are we teaching for, etc.? Ultimately, the aim of this special issue is to answer these questions and to reflect on the teaching of the future and the changes we need to make to make it truly effective and efficient, so that students learn and adapt to the demands of the future.

As is customary in JOTSE, the first editorial of the year encapsulates our examination of the progression of JOTSE. In this edition, moreover, we offer a brief reflection on the potential impact of Artificial Intelligence (AI) on various journals, recognizing its utility as an invaluable and inexorable tool.

This issue includes the best works, the result of the teaching innovation conferences that were held for the closing of the training program “Training in Teaching Innovation. Engineering 2030” given by the University of Barcelona for professors of engineering degrees from the Catholic University of Northern Chile and the University of Antofagasta (sponsored by HEUMA CORFO and the team of trainers included professors from the Universitat Politècnica de Catalunya, professors at the Open University of Catalonia and faculty of the University of Barcelona, which is the program's coordinating institution) and which were held at the end of March 2021.

Here we are again. JOTSE have another year and we thank our readers and authors for their confidence. As usual, in this first number we present ours editorial with an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone in 2022 and the new challenges for 2023.

Different papers have been presented to the congress by renowned researchers along the following five thematic lines: - Scientific research, training and researcher training - Research, innovation and development policies in Higher Education. - Paradigms in scientific research and new epistemological challenges in the production of knowledge in Latin American universities. - Internationalization of research networks, groups and institutes. - Public communication of science and technology.

We present the first editorial of the year in JOTSE. As usual, this first editorial presents an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone in 2020 with an international pandemic "covid-19" and the challenges to be faced in the New Year 2021.

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone and the challenges to be faced in the New Year 2019.

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone and the challenges to be faced in the New Year 2020.

Workshop on Educational Innovation in Architecture (JIDA, http://revistes.upc.edu/ojs/index.php/JIDA) are a meeting point for professionals in teaching innovation in the field of Architecture. Its main aim is to present and share teaching experiences within several architecture disciplines. In this sense, the conference becomes a forum to discuss issues related to the daily pedagogical practice from a wide range of views both from national and international schools of Architecture. JIDA’17 goal is to improve the quality of learning in this specific field of knowledge and, more precisely, in the general training of architects. The five editions so far (2013-2017) have been developed under the initiative and coordination of the Grup per la Innovació i la Logística Docent en Arquitectura (GILDA), in cooperation with the Institut de Ciències de l’Educació (ICE-UPC). In the current monograph, we have included four communications which were presented in JIDA’S fifth edition (2017), and a preface by the Conference directors in which we discuss the global panorama of education in architecture in terms of teaching experiences collected in all previous JIDA’s proceedings.

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes undergone and the challenges we will face in the new year 2017.

The V International UNIVEST Conference aimed to provide an integrative and critical outlook on the assessment process, considering it as an activity integrated in general university teaching, with the active participation of all subjects involved at all educational stages. With that main goal, the emphasis in this edition was on creating a forum to debate and exchange ideas about university teaching and learning processes and the importance of placing students in the centre of those processes.

This last issue of JOTSE’s volume 7 focuses on the diverse teaching/learning strategies being carried out in several universities worldwide. In this sense, our current issue reflects that no matter the continent nor the subject being taught the teaching staff is always concerned with students’ learning process in their classrooms and that is why they do research on a wide range of strategies that could possibly favour such learning process as well as motivate their students.

As usual in JOTSE, the first editorial of the year presents an analysis of our Journal evolution. In this sense, we reflect on the changes undergone and the challenges we will face in the new year 2016.

In this first issue of the fitfh year of JOTSE we would like to present an analysis of the evolution of our Journal throughout these past years. Also we analise the articles submitted, published...and finally we present the content of this first volume of 2015.

We end this fourth year of JOTSE following the trends and challenges that we set right at the beginning of volume 4. In other words, targeting internationalization for JOTSE.

The European Higher Education Area (EHEA) has triggered many changes in the new degrees in Spanish universities, mainly in terms of methodology and assessment. However, in order to make such changes a success it is essential to have coordination within the teaching staff as well as active methodologies in use, which enhance and encourage students’ participation in all the activities carried out in the classroom. Most of all, when dealing with formative and summative evaluation, in which students become the ones responsible for their own learning process (López-Pastor, 2009; Torre, 2008). In this second issue of JOTSE we have included several teaching innovation experiences related to the above mentioned methodological and assessment changes.

In this second year of our Journal JOTSE our main challenge is to publish experiences related to innovation methodologies within the university classroom. Thus, allowing for the implementation and/or evaluation of competences throughout students’ learning process and, especially, in the scientific and technological fields. We understand competences as the combination of knowledge, skills and attitudes necessary to perform a task efficiently. Thereby, demonstrating abilities in action and developing them through activities that integrate all these aspects. In the area of higher studies in the scientific and/or technological fields it is rather common that the methodologies developed have a very practical component and, in addition, they are closely linked to the professional career our students are being trained for. Particularly, in the last academic years and at the end of their studies it is when students attend more applied subjects, such as Projects in the case of Engineering Studies that together with the Degree’s Final Project (PFC) allow to integrate a wide range of generic or cross-curricular competences and specific ones within the field. These types of subjects have shown to be very efficient to make students become closer to the professional reality that they will face at the end of their studies and where they will have to provide a solution for problematic situations or to meet the needs nowadays society demands. (Dochy et al. (2003), Prince (2004),Prince and Felder (2006)) Furthermore, with the incorporation to Bologna process, targeting a more active role of students during their learning process, it is even more relevant that students face real problems from the very beginning of their studies so that they gradually acquire generic competences, which are vital for their training both as individuals and as professionals in our present society. It is within this context that Problem-Based Learning (PBL) has proved its usefulness to reach such an objective. In this sense, several authors have shown that PBL can be successfully implemented in Engineering studies and as early as in the first year (Del Canto, 2011) by integrating teamwork among other competences.

In 2014 JOTSE is facing several changes and challenges so as to improve the quality of our scientific Journal. In the first place, we have incorporated new members in our Editorial board and we hope to implement thanks to them new fields of knowledge, explore other areas and, hence, increase our internationalisation. In this sense, one of the main objectives when we set up JOTSE was to reach scholars worldwide. In fact, we have been working on attracting international authors for four years and taking teaching experiences wherever they are needed.

This volume sees us reaching the third anniversary of the publication of JOTSE.JOTSE was not created as a commercial venture but with the single purpose of disseminating, sharing and exchanging the innovative experiences of those academics involved in advancing the teaching of science and technology.

In this third year of our Journal JOTSE our main challenge is to publish experiences related to evaluation of competences and new strategies within the university classroom. As we have mentioned in the past, we understand competences as the combination of knowledge, skills and attitudes necessary to perform a task efficiently. One of the key skills for the professional world of engineers is ethics. In general, professional ethics instruction is introduced to students (around the world) using a case study approach.

The European Higher Education Area (EHEA) scenario offers a new framework in which the role of universities can be rethought, regardless of the field of new degrees and postgraduate Studies involved. Therefore, the roles of teachers and students might differ significantly as the student would be obliged to request teacher’s guidance in order to acquire not only knowledge, which could be easily obtained elsewhere (books, internet etc. ), but also personal skills and, especially, those related to their future professional career.By the term “Good learning practices” we refer to those activities asociated with professorship itself ,such as those of facilitating and guiding the student learning process, or rather, those activities which are aimed at the student´s thorough learning of specific (related to the field of study ) and generic skills.It is now a common occurrence to describe the students of a given classroom as being little motivated and as having great interest in passing but not in actually learning. This fact is quite concerning, as it suggests that the student sees the university as a mere transaction by which they can obtain a degree, certifying that they are apt for the professional world, where they consider the “real” learning will take place.A good classroom environment is essential for the generation of teaching-learning processes. It is precisely because of this that we are able to raise the issue of effective practices among teachers who foster a suitable classroom dynamics facilitating, then, the targeted learning experience. Within this context, there are some authors who discuss good practices by professors especially concerned on how to perform assessment and feedback to enhance student’s learning activity. Thus, providing them with a deep and lasting impact. Generally speaking, the activities in question are those which enable the student to execute a learning process that will continue throughout their professional and personal lives.In the present issue we have selected a number of articles related to good practices taking place in the context of new studies plan implementation (EHEA ) in several Spanish Universities.In the first paper: Reflections and conclusions on the work developed by the group of teaching innovation in electronics at the university of Valladolid ,they present the main conclusions and results obtained over the three last academic years in the Electronics and Automatic Industrial Engineering degree. As a result of cooperative work of the group, an improvement in activity coordination and provision of tools to facilitate the teaching-learning process has been obtained. The work in question shows relevant strategies and tools that facilitate the incorporation and evaluation of generic competences in the new degrees within the EHEA framework.The second article, Realising pedagogical potential of the Bologna Process third cycle is contextualised within the issues of internationalisation, standards and standardization of degree credit ratings, with special attention on collaboration and competition, and language and writing. In other words, the main challenges that the emerging EHEA poses in terms of third cycle students needs as to the pedagogical essence is concerned, such as the structural change. The EHEA has many practical gains to offer, but it also has potential disadvantages that this research discusses in depth.The third article, (Best practices in academic assessment in higher education: A Case in formative and shared assessment) presents an example of good practices of formative assessment in a course that bases the entire learning process on an ongoing, formative system with real shared student assessment .In the last article of this second issue of JOTSE, Design and analysis of questionnaires for survey skills in chemical engineering) some specific questionnaires following the recommendations of the European Federation of Chemical Engineering (EFCE) for Chemical Engineering Education in Bologna are discussed. In the academic context of a three cycle degree system the authors analyse the effectiveness of teaching strategies carefully developed to help students acquire specific and interdisciplinary skills.We hope that JOTSE readers enjoy the contents of the present issue which may bring some ideas on good practices for future implementation.

The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all its modalities.