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This article aims to detect metacognitive components of learning-to-learn competence in the teaching programs of Pedagogy and Telecommunications Engineering degrees in Spain. These components involve such as knowledge of the task and strategies to approach it, planning, organization and time management, self-assessment, control and self-regulation and problem-solving during the learning process itself, key aspects for the professional training of autonomous learners. The methodology consisted of a qualitative documentary review of 1,896 teaching programs. We employed a qualitative content analysis to code the components of the metacognitive dimension proposed by the Theoretical Model of learning-tolearn competence by Gargallo et al. (2020a). The results show that the competencies appear atomized in knowledge and skills, but hardly incorporate attitudes and contextual elements. So, we concluded that it is difficult for the curricular proposal, as it is expressed, to develop the metacognitive dimension of the learning-to-learn competence. [ABSTRACT FROM AUTHOR]

This study is part of an investigation whose purpose is to provide evidence about the perceptions of students with respect to equality and gender violence of two universities (Spanish and Mexican). It is a pluri-methodological research where the aim was to assess the current situation of these dimensions, establishing differences and similarities to understand the phenomenon. Starting from application of focus groups, questionnaires and observations, we have been discovered that at both universities there are still elements that generate inequality, discrimination and even violence. Globally, the results have revealed similar trends in perceptions of students on the issues investigated. [ABSTRACT FROM AUTHOR]

A letter to the editor is presented which discussed the outbreak of acute hepatitis C among HIV-infected men in Madrid, Spain.