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The following study is a descriptive/correlational analysis of students’ perception of digital competence in teaching. It is based on the current needs of university students with regard to the digitization of teaching and learning processes. Knowing student satisfaction with teaching digital skills could be used to propose improvements in the quality of university education to the extent that it can channel the various socio-economic demands. The European Higher Education Area is not oblivious to this problem by creating a framework of ambitious objectives for member states where ICT and digital competence of teachers are a priority. The research is carried out at the University of Granada and takes as a reference the framework: Marco Común de Competencia Digital Docente. This Framework in the context of Spain is concerned with indicating which areas educators need to acquire a skill higher degree differentiating between the following levels of classification: basic, intermediate and advanced. A quantitative correlational study was carried out, and an online questionnaire/form was distributed to a random probability sample of 307 students at the University of Granada belonging to different faculties of education. According to the results obtained, the students unanimously share the opinion that, the lecturers at Granada University do not possess a sufficient level of experience or training to competently deliver course content in a purely digital format.

espanolLa gamificacion esta cobrando impulso como innovacion educativa para motivar e involucrar a los estudiantes en su aprendizaje. El giro digital en la educacion espanola manifiesta el problema de la motivacion, compromiso y disfrute de los estudiantes, pero hasta ahora, no hay investigaciones que revelen el papel de la gamificacion en los estudios universitarios realizados en Espana, ya que esta metodologia se ha desarrollado recientemente. Nuestra investigacion realiza un analisis de experiencias en educacion superior en Espana en los ultimos anos. Parte de un diseno de mapeo sistematico de articulos en 'Web of Science', con los siguientes criterios de inclusion: estudios empiricos de gamificacion establecidos en Espana, publicados entre 2016 y 2020 y realizados en entornos reales. La busqueda inicial arrojo 332 articulos potencialmente relevantes. Tras aplicar los criterios de seleccion, se analizaron 16. Los resultados muestran como en 2020 se publicaron mas experiencias, abarcando a profesorado y estudiantado de grados de ramas sociales, humanidades, sanitarias y tecnicas, aunque su implantacion es menor que paises culturalmente relacionados. Se ha estudiado la gamificacion sola o asociada a otras metodologias como flipped classroom, estudiando los efectos sobre la motivacion mediante encuestas y cuestionarios, demostrando efectos positivos sobre el aprendizaje y rendimiento academico. portuguesA gamificacao esta ganhando forca como uma inovacao educacional para motivar e envolver os alunos em seu aprendizado. A virada digital na educacao espanhola manifesta o problema de motivacao, compromisso e prazer dos alunos, mas ate agora, nao ha pesquisas que revelem o papel da gamificacao nos estudos universitarios realizados na Espanha, uma vez que esta metodologia foi desenvolvida recentemente. Nossa pesquisa realiza uma analise das experiencias no ensino superior na Espanha nos ultimos anos. Parte de um projeto de mapeamento sistematico de artigos em 'Web of Science', com os seguintes criterios de inclusao: estudos empiricos de gamificacao estabelecidos na Espanha, publicados entre 2016 e 2020 e realizados em ambientes reais. A busca inicial retornou 332 artigos potencialmente relevantes. Apos a aplicacao dos criterios de selecao, foram analisados ​​16. Os resultados mostram como em 2020 foram publicadas mais experiencias, abrangendo professores e alunos de licenciaturas nas areas social, humanas, saude e tecnicas, embora a sua implementacao seja inferior a de paises culturalmente relacionados. A gamificacao tem sido estudada isoladamente ou em associacao com outras metodologias, como a sala de aula invertida, estudando os efeitos na motivacao por meio de pesquisas e questionarios, demonstrando efeitos positivos na aprendizagem e no desempenho academico. EnglishGamification is gaining momentum as an educational innovation to motivate and engage students in their learning. The digital turn in Spanish education manifests the problem of motivation, commitment and enjoyment of students, but so far, there is no research that reveals the role of gamification in university studies carried out in Spain, since this methodology has been developed Recently. Our research carries out an analysis of experiences in higher education in Spain in recent years. Part of a systematic mapping design of articles in 'Web of Science', with the following inclusion criteria: empirical gamification studies established in Spain, published between 2016 and 2020 and carried out in real environments. The initial search returned 332 potentially relevant articles. After applying the selection criteria, 16 were analyzed. The results show how more experiences were published in 2020, encompassing teachers and undergraduate students from social, humanities, health and technical branches, although their implementation is less than that of culturally related countries. Gamification has been studied alone or in association with other methodologies such as flipped classroom, studying the effects on motivation through surveys and questionnaires, demonstrating positive effects on learning and academic performance.

The search for the optimization of educational processes has led to gamification becoming one of the teaching strategies that has received the most attention in recent years. This chapter carries out an analysis of the particularities that make up gamification as a learning technique for educational revitalization and updating. From a holistic perspective, a tour of the terminological particularities of gamification, constituent elements, benefits, and limitations is made. Likewise, this chapter reviews the main techno-pedagogical resources for the gamification of the Social Sciences classroom, focusing on the subject of History and the development of historical thinking skills, presenting different gamification experiences from a transversal perspective and proposes a compendium of gamified activities based on active learning. This work serves as a starting point for those teachers who intend to carry out gamified activities in their classroom within the field of Social Sciences.

El rol de la investigación en la formación profesional es esencial en el proceso de producción y formación de nuevos conocimientos, por lo que se realizó un estudio cuasiexperimental, con enfoque mixto, cuyo propósito consistió en determinar el nivel de satisfacción de los docentes involucrados en la implementación de una estrategia de investigación científica e innovación tecnológica en la Facultad de Ciencias de la Educación, Humanas y Tecnologías de la Universidad Nacional de Chimborazo, Ecuador. La población estuvo constituida por 57 profesores, de los cuales 34 integraron la muestra. El diagnóstico ofreció los elementos del diseño de una estrategia de conducción y ejecución del proceso de investigación. La técnica de Iadov permitió establecer que el índice de satisfacción grupal fue “satisfactorio”.

La interculturalidad en la educación constituyó uno de los principales objetivos propuestos en la Declaración Mundial sobre Educación Superior para el siglo XXI. La UNESCO en su informe sobre la ciencia (2015), desarrolla una serie de argumento que nos dan las claves para generar políticas con una adecuada orientación hacia el éxito. Al respecto, en el contexto de la Universidad Nacional de Educación se desarrolló una investigación cuyo propósito fue innovar los planes de educación superior del país mediante la creación de nuevos elementos curriculares contemplados durante la implementación de la carrera de Licenciatura en Educación Intercultural Bilingüe en el año 2015. La muestra del presente estudio estuvo constituida por los documentos rectores del proceso de enseñanza en la educación superior ecuatoriana; además de aquellos derivados del diseño curricular de la oferta académica en cuestión. Los datos se recogieron utilizando la técnica de revisión de documentos. La conclusión de este estudio nos deja ver como la competencia investigadora se traza como eje trasversal de todos los elementos curriculares a lo largo de los nueve semestres de la titulación, erigiéndose como elemento de formación del profesorado referente a nivel mundial, Interculturality in education was one of the main objectives proposed in the World Declaration on Higher Education for the 21st century. UNESCO in its report on science (2015), develops a series of arguments that give us the keys to generate policies with an adequate orientation towards success. In this regard, in the context of the National University of Education, a research was developed whose purpose was to innovate the higher education plans of the country through the creation of new curricular elements contemplated during the implementation of the Degree in Intercultural Bilingual Education in the year 2015. The sample of this study was constituted by the governing documents of the teaching process in Ecuadorian higher education; besides those derived from the curricular design of the academic offer in question. The data was collected using the document review technique. The conclusion of this study allows us to see how the research competence is traced as a transversal axis of all the curricular elements throughout the nine semesters of the degree, becoming an element of teacher training referring worldwide

La sociedad de la información ha provocado una significativa evolución en nuestra vida cotidiana en base al auge tecnológico que afecta al ámbito educativo, familiar, social, cultural y político, generándose esa relación que se da entre la sociedad de la información y sociedad del conocimiento con la finalidad de alcanzar mejores estándares de calidad para el bienestar y progreso de la educación (Zuñiga et al, 2018). Las tecnologías de aprendizaje son esenciales para la enseñanza y el aprendizaje de los estudiantes en el siglo XXI. El paradigma de la enseñanza ha cambiado, colocando al alumno como eje principal del proceso de enseñanza-aprendizaje, lo cual se ha acentuado en el contexto de pandemia sufrido en el último año, potenciándose diferentes metodologías de aprendizaje basadas en las TIC, como el e-learning , el blended learning, el aula invertida y el aprendizaje móvil (Romero y Alonso, 2020). En esta edición especial resultaron de interés aportaciones que incluían aspectos clave de estas metodologías, así como tecnologías emergentes como la realidad mixta, la inteligencia artificial, blockchain, telepresencia, Internet de las cosas (IoT), tecnologías analíticas, asistentes virtuales, entre otras tendencias destacadas en Informe Horizonte 2020 (2019). El número incluye diferentes contribuciones agrupadas en diferentes secciones. Además, participaron docentes y profesionales del campo de la educación de instituciones ubicadas en diferentes localizaciones geográficas, como España, México, Chile, Brasil, Ecuador y Cuba. Esto denota el interés que despertó el número especial, que reúne una riqueza única, derivada de la variabilidad de los autores que solicitaron su participación. La temática de los trabajos del número se presenta de manera ajustada al contexto pandémico y a la revulsión de las tecnologías como clave de la comunicación educativa en una sociedad aun escéptica sobre su valía real. Podemos ver trabajos como Uso de las TIC y atención a la diversidad en tiempos de COVID; Análisis de la productividad en torno a la alfabetización informacional a nivel de educación superior; TIC y ocio familiar durante el encierro, agentes involucrados; Efectividad del aprendizaje invertido y realidad aumentada en la nueva normalidad educativa de la era Covid-19; Análisis de la experiencia de los profesores de educación superior portugueses en el contexto del COVID-19; Obsolescencia del conocimiento y la formación para el desarrollo sostenible, voces de protagonistas dentro de COVID 19; Estilos de aprendizaje y metas de logro de estudiantes universitarios durante la pandemia COVID-19; Tecnología y abstracción, desarrollo de habilidades complejas a través de videojuegos; Modelo SEM de formación docente tecnológica, ecológica e inclusiva en tiempos de pandemia; Compromiso con la educación a distancia, experiencias durante la pandemia COVID-19; Educación de calidad y pandemia, desafíos, experiencias y propuestas de los estudiantes en la formación docente en Ecuador. Así, el número especial muestra una interesante línea de investigación, actual y de plena relevancia, como son las tecnologías de aprendizaje, especialmente en el contexto actual de una pandemia derivada del COVID-19, en el que las TIC dan la opción del éxito didáctico. No cabe duda de que los trabajos presentados se postulan como un punto de referencia em el ámbito de la tecnología educativa. Finalmente deseamos invitar a todos aquellos interesados ​​en las tecnologías aplicadas a la educación a revisar y consultar los diferentes trabajos para reflexionar sobre ellos y para que sirvan de inspiración para futuras líneas de investigación y divulgación científica.

A día de hoy, como futuras docentes, nos hacemos preguntas sobre la formación con la que, en un futuro, entraremos en nuestros puestos de trabajo y si esta será suficiente para transmitir un correcto aprendizaje a nuestros alumnos. A partir de la consulta de la posición de España en los informes PISA, consideramos relevante un estudio acerca de la formación y calidad de la selección del profesorado de nuevo acceso en nuestro país así como los objetivos educativos, ya que, a partir de esta escasa formación y correcta administración de los futuros profesores, esta profesión se ha convertido en una de las menos valoradas en nuestro país, aun siendo de las más importantes para nuestra sociedad. Partiendo de estos puntos flacos, hemos considerado algunos métodos y propuestas que, a nuestro parecer, mejorarían nuestros programas de formación docente. Tras la lectura de diversos artículos y la consulta de numerosas investigaciones hemos llegado a la redacción de las posibles soluciones que consideramos eficaces para alcanzar una calidad educativa en un futuro e intentar conseguir en España un mayor respeto para esta profesión.

Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.

Gamification is a learning technique through which the mechanism of games is transferred to the educational environment. The ultimate aim of gamification is to improve students’ results. In recent years, the union between the digital aspect and gamification has made the latter achieve great popularity due to the advantages it brings to the teaching and learning processes. On the other hand, the Higher Education stage is undergoing important changes in recent years, including the implementation of new methodologies and new methodological techniques, among which gamification stands out. The main objective of this paper is to address the role of gamification in Higher Education through the existing scientific literature and research on this topic. The aim is to offer an overview of what gamification consists of and how it influences all the agents involved in the university stage. Likewise, to show the characteristics of this technique as well as its advantages and disadvantages and different ways of implementation in the classroom through various devices, tools and materials.

La manera en la que la sociedad se comunica en la actualidad ha cambiado y esto afecta también a la educación. Las Tecnologías de la Información y Comunicación (TIC), las redes sociales y los diferentes dispositivos multimedia suponen un papel fundamental en el ámbito educativo, sin embargo, no siempre este uso reporta beneficios, presentándose entre las posibles desventajas el cyberbullying. Esta investigación tiene como objetivo analizar la situación de la literatura científica existente en la base de datos Web of Science sobre cyberbullying. A nivel metodológico se ha llevado a cabo un estudio bibliométrico donde se analiza el desarrollo estructural y dinámico del término de estudio. Los resultados reflejan que la producción científica sobre esta temática es escasa e irregular, donde la mayoría de textos científicos son artículos y el inglés es su principal idioma. Se concluye que la temática aboga principalmente por la intervención y prevención., The way society communicates today has changed and this affects education as well. The information and communication technologies (ICT), social networks and different multimedia devices play a fundamental role in the educational field, however, this use does not always bring benefits, and one of the disadvantages is cyberbullying. This research aims to analyse the situation of the existing scientific literature in the Web of Science database on cyberbullying. On a methodological level, a bibliometric study has been carried out where the structural and dynamic development of the study term is analysed. The results reflect that the scientific production on this subject is low and irregular, where most of the scientific texts are articles and English is their main language. It is concluded that the theme advocates mainly intervention and prevention., A forma como a sociedade se comunica hoje mudou e isso também afeta a educação. As Tecnologias da Informação e Comunicação (TIC), as redes sociais e os diversos dispositivos multimídia desempenham um papel fundamental no campo educacional; porém, esse uso nem sempre traz benefícios, estando o cyberbullying entre as possíveis desvantagens. Esta pesquisa tem como objetivo analisar a situação da produção científica na base de dados Web of Science sobre cyberbullying. Em termos metodológico, realiza-se um estudo bibliométrico para se analisar o desenvolvimento estrutural e dinâmico do termo de estudo. Os resultados refletem que a produção científica sobre o assunto é escassa e irregular, sendo a maioria dos textos científicos artigos e o inglês o idioma principal. Conclui-se que o tema preconiza principalmente intervenção e prevenção.

Internet of Things (IoT) is an emerging technology in the field of education, which has not yet been consolidated. Acceptance and adoption studies of IoT in higher education are scarce. Accordingly, the purpose of this study was to explore the acceptance of the IoT by university professors for future adoption in higher education. An online survey was implemented based on the unified theory of acceptance and use of technology (UTAUT), in a sample of 587 Spanish university teachers, aged between 21 and 58. The results showed that performance expectancy, facilitating conditions, and attitude toward using technology were influential in behavioral intention to use IoT. While the intention for use was similar between men and women and with respect to age. However, in the different constructs of the UTAUT model, the highest average scores were obtained in men and in teachers over 36 years of age. Finally, the findings and implications of the paper are discussed, showing empirical evidence on the adoption and acceptance of IoT in higher education in the context of Spain, highlighting the need for further research on emerging technologies in a context that is marked by COVID-19., I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada CNT4315

We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada., Currently, the e-learning method, due to the period of confinement that is occurring due to COVID-19, has increased its use and application in the teaching and learning processes. The main objective of this research is to identify the effectiveness of the e-learning method in the teaching of mathematics with adults who are in high school, in contrast to the traditional expository method. The study developed is quantitative, descriptive and correlational. The research design is quasi-experimental, with a control group and an experimental group. The results show that the use of the e-learning method has a positive influence on motivation, autonomy, participation, mathematical concepts, results and grades. It can be concluded that the e-learning method leads to improvement in adult students who are studying the mathematical subject in the educational stage of high school, provided that it is compared with the expository method. Therefore, this method is considered effective for its implementation in adults., Corporacion Escuela Tecnologica del Oriente ISPRS-2017-720, Secretariat of Education of Santander ISPRS-2017-7202, AreA HUM/672 Research Group of the University of Granada ISPRS-2017-7202

Nowadays, multiple phenomena have promoted an impact on society, constituting in some cases, not only a contribution of benefits but also of risks. Among them, the fake news phenomenon is considered one of the most burning phenomena today due to the risk it poses to society. In view of this situation, the research community has carried out numerous studies that seek to address this issue from a multidisciplinary perspective. Based on this, the objective of this work was to analyze the productivity and, therefore, the impact of this topic in the research community. To this end, this work advocated a scientometric-type methodology, through scientometric laws, impact indicators, and scientific evolution of 640 publications of the web of science (WOS). The results showed the impact of the fake news discipline today, which is considered an emerging issue that is of interest to many knowledge disciplines around the world. Likewise, the results showed that the publications not only have a focus on analyzing the veracity or not of the news, but that it begins to vertebrate a new line of an investigation directed to the informational education and towards the prevention of the consumption of this type of news through the internet., Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU17/05952)

We acknowledge the researchers of the research group AreA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada., Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content., Corporacion Escuela Tecnologica del Oriente ISPRS-2017-7202, Secretariat of Education of Santander ISPRS-2017-7202, AreA HUM/672 Research Group of the University of Granada ISPRS-2017-7202

Water literacy has become a fundamental aspect in today&rsquo, s society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration, Deepening of contents, Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed.

La Inspección Educativa es un organismo que vela por la calidad de la enseñanza y está regulada por las leyes de educación. Considerada como un eje fundamental de los procesos de enseñanza y aprendizaje. El objetivo de este estudio fue identificar toda la producción científica existente sobre este tema en la base de datos WoS. Este estudio se ha centrado en el rendimiento, la relevancia conceptual y evolución de la producción sobre este tema tan importante para la educación. Para ello se ha realizado un estudio bibliométrico a base de técnicas de rastreo analítico y de cuantificación documental mediante una evaluación de rendimiento, análisis de producción científica de los autores y creación de mapas de ciencia, identificando la evolución conceptual del objeto de estudio en un marco longitudinal de un total de 369 documentos. Los resultados muestran que la evolución temática del campo de estudio no se encuentra definida, aunque se vislumbra una tendencia gracias a las investigaciones surgidas en el segundo periodo analizado, comprendido entre los años 2011 y 2015, que es la etapa más productiva en el número de investigaciones sobre esta temática. Se concluye que el objeto investigado empieza a ser de interés por parte de la comunidad educativa, gracias al relieve que está suscitando por parte de la comunidad científica, The Educational Inspection is a body that oversees the quality of education and is regulated by education laws. It is considered a fundamental axis of the teaching and learning processes. The purpose of this paper was to identify all the existing scientific production on this topic in the WoS database. This study has focused on the performance, conceptual relevance and evolution of production on this very important subject for education. For this purpose, a bibliometric study has been carried out based on analytical tracking techniques and documentary quantification by means of an evaluation of performance, analysis of the scientific production of the authors and creation of science maps, identifying the conceptual evolution of the object of study in a longitudinal framework of a total of 369 documents. The results show that the thematic evolution of the field of study is not defined, although a trend can be seen thanks to the research carried out in the second period analysed, between 2011 and 2015, which is the most productive stage in the number of researches about this subject. It is concluded that the object researched is beginning to be of interest to the educational community, thanks to the importance it is raising on the part of the scientific community

En la actualidad, la formación en competencias profesionales docentes constituye un pilar básico y fundamental a la hora de llevar a cabo la formación inicial del profesorado. Es fundamental que desde la Educación Superior se promueva una praxis educativa que permita que los aspirantes a futuros profesores conozcan las múltiples demandas que el docente debe desempeñar con eficacia en el contexto escolar. En base a esta idea, el presente trabajo tiene el objetivo de analizar las percepciones de 410 estudiantes del máster de profesorado de Educación Secundaria acerca de las competencias profesionales que debe reunir un docente. Para ello, se abogó por una metodología transversal descriptiva y correlacional, utilizando como instrumento de medida el cuestionario. Los resultados mostraron que los estudiantes otorgan gran valor a aquellas cuestiones vinculadas a la competencia aprender a aprender, la importancia de la adecuada convivencia y relaciones sociales, así como el fomento de un espíritu crítico y reflexivo. Asimismo, se establecieron relaciones correlaciónales entre aquellas variables vinculadas a la enseñanza emocional y a los ámbitos tutoriales y de orientación. Por lo tanto, es preciso continuar en una línea de trabajo que siga en la mejora de la formación inicial de futuros docentes ante los numerosos retos que le deparan en el contexto educativo actual., At current, training in professional teaching skills is a basic and fundamental pillar in carrying out initial teacher training. It is essential that Higher Education promotes an educational practice that allows aspiring teachers to be aware of the multiple demands that the teacher must carry out effectively in the school context. Based on this idea, the present work aims to analyse the perceptions of 410 students of the Master's Degree in Secondary Education about the professional skills that a teacher should have. To this end, a descriptive and correlational transversal methodology was advocated, using the questionnaire as a measurement instrument. The results showed that students attach great value to those issues linked to the learning to learn competence, the importance of proper coexistence and social relations, as well as the promotion of a critical and reflective spirit. Likewise, correlation was established between those variables linked to emotional teaching and to the tutorial and guidance areas. Therefore, it is necessary to continue in a line of work that continues to improve the initial training of future teachers in the face of the many challenges that they face in the current educational context.

RESUMEN La diversidad en el ambito educativo abarca una gran cantidad de acepciones, tales como la diversidad cultural, linguistica, de identidad sexual, de genero y de capacidad educativa, entre otros aspectos. La finalidad de este estudio es analizar el desarrollo de las investigaciones sobre la diversidad en el ambito educativo, teniendo en cuenta la produccion cientifica en la base de datos de Web of Science (WoS), en el periodo comprendido entre 2009 y 2019, ambos inclusive. Para ello se ha desarrollado un estudio bibliometrico haciendo uso de tecnicas de rastreo, cuantificacion documental y mapeo analitico. Se han analizado un total de 25958 documentos extraidos de la busqueda, realizada en Web of Science , mediante las siguientes combinaciones de palabras: diversity AND education , diversity AND inclusion y diversity AND intervention . Los resultados muestran el auge de la tematica de estudio en la comunidad educativa, en la que los articulos escritos en ingles son los principales medios utilizados para comunicar las investigaciones, siendo Estados Unidos el pais que mas repercusion tiene actualmente. Se puede concluir que la tematica “diversidad” se centra en aspectos relacionados con la equidad, la justicia social, los estudiantes, la identidad, la inclusion, la educacion, el multiculturalismo y el genero, aunque tambien esta cogiendo fuerza estudios relacionados con las actitudes, las mujeres y la desnutricion, siendo cada vez mas relevantes y abundantes dichas investigaciones sobre esta tematica. ABSTRACT Diversity in education encompasses a wide range of meanings, such as cultural diversity, linguistic diversity, sexual identity, gender diversity and educational capacity, among others. The purpose of this study is to analyze the development of research on diversity in the educational field, taking into account the scientific production in the Web of Science (WoS) database, in the period from 2009 to 2019, both inclusive. To this end, a bibliometric study has been developed using tracking techniques, documentary quantification and analytical mapping. A total of 25958 documents extracted from the Web of Science search were analysed using the following word combinations: diversity AND education, diversity AND inclusion and diversity AND intervention. The results show the rise of the study topic in the educational community, in which articles written in English are the main means used to communicate the research, being the United States the country that has more repercussion at the moment. It can be concluded that the theme of diversity focuses on aspects related to equity, social justice, students, identity, inclusion, education, multiculturalism and gender, although studies related to attitudes, women and malnutrition are also gaining strength, with such research being increasingly relevant and abundant on this subject.

Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today&rsquo, s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008&ndash, 2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.