This article shares the strategy for mainstreaming the Sustainable Development Goals (SDGs) at the University of Valencia (UV), which, although limited in its scale, may compel other Higher Education Institutions to think in technological and social progress aligned with the 2030 Agenda. It explicates a process driven by the UV, on the occasion of the 75th anniversary of the United Nations (UN), and in collaboration with the Service for Geospatial, Information, and Telecommunications Technologies from the UN Support Base in Valencia (Spain) to prepare the online event: “The United Nations We Want”. It was the culmination of a collaborative project between students and faculties from different scientific, technological, social, legal, humanistic, and health disciplines that structure the University of Valencia. The intention was that new generations experience the role they can have to shape the future we want, while the university community as a whole can become part of transformative institutional change that draws on both top-down and bottom-up strategies in pursuit of Education for Sustainable Development.

Gender issues are of growing importance in the European and Spanish rural areas. The literature reflects that women have traditionally been linked to marginal positions in economic life, social activities and even political representation at the local level. Local development programs that have been implemented in Europe’s rural areas have had among its objectives the improvement of the articulation of local communities. To reach them, it has been fostered, among others, a gender perspective, promoting both productive activities led by women and their participation as stakeholders in the management and decision-making structures of such programmes. In this paper, we addressed this latter issue. The study focuses on a sample of 30 relevant social actors linked to the implementation of a rural development programme in the county of Rincón de Ademuz (Valencia, Spain) from the mid-1990s to recent date. Through Social Network Analysis, gender differences and women’s roles within the social network are studied in two differentiated periods. This analysis reveals that despite women representing a minority among the relevant stakeholders, their level of participation, prestige, position in the network, and frequency of relationships, among other indicators, are comparable with respect to those sustained by men. Therefore, it cannot be said, as reflected in some of the literature, that women tend to occupy marginal positions in the structure of social relations of local development programs.

The current physiognomy and problems of rural and urban territories in Spain are directly related to the demographic processes linked to the rural exodus of the 1960s. In the year 2020, a new problem and/or conditioning factor arose, COVID-19, which has modified dynamics, routines, and aspects of the daily life of the population. The objectives of this research are to check whether there are differences in the effect of COVID-19 between urban and rural municipalities and, in turn, to analyse the demographic dynamics of the population between 2020 and 2022, as well as territorial distribution patterns. To this end, population data were extracted from the Population Register and Residential Variation data for the period 2010 and 2022 and demographic and statistical calculations (Student’s t-test and Pearson’s correlation) were carried out. Among the main results, it is observed that COVID-19 has less of an effect in Spanish rural areas. Moreover, these areas show a positive demographic trend for the period 2020–2022. Population growth has had a direct influence on the improvement of demographic data, although with differences according to autonomous communities. This fact represents a break in the trend in rural areas, but is beginning to show signs of exhaustion and a return to the pre-pandemic trend.

Europe’s rural areas have suffered a continuous loss of human and economic capital from the beginning of the 20th century to the present day. In an attempt to alleviate the effects of this dynamic, the European Union has implemented the LEADER rural development programme since the 1990s (Liaisons Entre Actions de Développement de L’Economie Rurale). Among the many objectives of this policy, the social articulation of its populations stood out as a way of strengthening development processes. This article aims to provide a methodological approach to analyse and quantify the stock of social capital (SC) present in the social networks of rural areas after more than thirty years of European rural policy. Based on 160 interviews with stakeholders linked to rural development processes in rural areas of Spain and England from institutional, economic, social and technical sectors. The methodological approach of Social Network Analysis (SNA) has been used, and within this, the study of SNA indicators and the analysis of the E-I index have been integrated in order to analyse the stock of internal (bonding) and external (bridging) SC. The conclusions of this study clarify the role of stakeholders and their contribution to the stock of SC. The studied rural areas present a balance in internal and external relations, which shows a high stock of SC and an encouraging scenario for the development processes and, thus, for the success of the LEADER programme. Nevertheless, the participation of the actors in the LEADER programme in Spain still shows a worrying project class.

The teacher-student technology gap and the lack of attention in the design of attractive and motivating learning methodologies often result in student´s demotivation and poor academic performance. To this end, from the research field, a series of methodologies and tools have been developed, such as gamification, as well as the introduction of ICT in lessons. By implementingSocrative, a classroom app to engage students, we tried to measure the evolution of students’ knowledge after the use of ICT and more interactive lessons. In addition, we tried to relate the level of motivation to students’ seating plan in the classroom (in rows). We also tried to analyse students' preferences and their feedback of the new techniques and methodologies used during the classes. The main result of the research is that the use of ICT and gamification in the classroom improved students’ motivation and learning, especially those who were less motivated. The direct relation between the students' seats in the classroom and their motivation was verified. At the same time, the learning differences between all the students in the classroom were reduced, achieving a balance between the learning and the motivation of the students. Keywords: Smartphone; incentive; learning; university students; Socrative.