The educational integration of Information and Communication Technologies (ICT) has been put to the test because of the need to implement «emergency remote education» as a result of COVID-19. Within this context of uncertainty («viral modernity»), flexible education is an option to promote a more just, equitable, accessible and creative educational system. In order to properly interpret the effects of this unique educational circumstance, it is essential to study the previous situation in terms of the use of digital technologies in teaching practices. The objective of the study is to describe the educational integration of ICT and the teacher education model to obtain evidence that contributes to understanding the phenomenon. To this end, a questionnaire consisting of two self-reporting tools and a scale on the description of teaching practice with ICT was applied. The sample is made up of teachers from public primary and secondary schools (N = 251). Data collection was carried out in the months prior to the closure of schools due to the Covid-19 pandemic. A univariate analysis of the variables and contrast tests of non-parametric hypotheses was carried out, along with calculation of the reliability and construction validity of the measuring instruments. The results reveal the most frequent types of teaching practice with ICT and the spaces where digital technologies are commonly used. Various weaknesses can be identified in digital competence among teachers, as well as in the initial/continuing training model, which contribute to the understanding of the difficulties encountered during "emergency remote education". Participation in ICT didactic innovation projects and the performance of ICT Coordination are associated with more experiential training. Flexible education requires a redefinition of the teacher training model that encourages learning anywhere, anytime.

To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

Nowadays due to the technologies influence is essential the acquisition of digital and media literacy, specifically for teachers during the teacher training period. The Flipped Classroom is one of the pedagogical models that are revolutionizing the field of education. The current research paper tries to analyse the perception of the students who used Flipped Classroom in this experience and how is their effect on the acquisition of digital and media literacy. Due to the characteristics and size of the students group we decided to use a qualitative methodology based on studies of case taking as a unit of analysis a matter of the teacher training double degree. As an instrument for collecting information we opted for Grounded Theory method directed based on questions with open answers, and for analysis of the data obtained. The results show that the Flipped Classroom model influences positively on the digital and media literacy grade as students: interpreting audiovisual information, creating and disseminating digital content, criticizing and analyzing the use of ICT, teaching strategies to use technology in the classroom, among others. The most valued aspects in the methodological design of the model in the promotion of these skills are: the audiovisual material about the content, the practical activities developed teamwork and the direct help of the teacher in the classroom.

Massive Online Open Courses (MOOCs) offer the opportunity to implement a quality education timetable for those who lack the means due to economic, travel, or temporary availability limitations. Because of this, some non-governmental development organizations (NGOs), working in Latin American countries, are trying to implement this type of educational model within their educational projects. This article presents a case study on the development of a MOOC within the framework of international development cooperation carried out by an NGO and the National Autonomous University of Nicaragua. The research aims to analyze the opportunities and challenges of free, open, online teaching as a tool for achieving Sustainable Development Goal 4, and explore new educational possibilities to train people and contribute to the development of the communities in which they live. From a qualitative approach, grounded theory has been used as a holistic methodology for collecting, analyzing, and interpreting data, allowing the generation of theory in a systematic way. The most effective pedagogical models are evidenced to achieve the learning objectives and observe the challenges to be faced in order to achieve the effectiveness of MOOCs in this context. In conclusion, more applied research is needed to address the challenges that today’s societies, in times of pandemic, are facing at an educational and sustainability level.

The process of integration of Information and Communication Technologies (ICT) in the Educational System is a dynamic process influenced by multiple interdependent factors. The most relevant studies published to date have highlighted the following as systemic levels of ICT integration: teachers, schools, and educational policy. The general objective of this work is to carry out a Systematic Literature Review (SLR) on the strategic planning of technology in primary and secondary schools from 2010 to 2021. This study is supported by a qualitative methodology based on a SLR, guided by the PRISMA protocol. For this purpose, a keyword-based document search was carried out in three databases: Eric, Scopus, and WOS. For the collection of information, the criteria applied for the inclusion of papers was by date (last 12 years) and type of document (journal articles). A total of 6,187 scientific journal articles were initially included in the CADIMA platform, where finally, after screening, 42 articles were selected that met the established criteria: studies with teachers and students in the educational stages of Primary and Secondary Education, excluding Higher Education. Empirical studies with quantitative and/or qualitative methods are also included, discarding theoretical studies. Research on digital technologies from a general perspective is also considered relevant, excluding studies on specific technologies. This SLR concludes by providing an explanatory theoretical model, defining the integration of ICT in educational centres as a complex, systemic and ecological process, where legislative and organisational structures, such as leadership, strategic planning, and collaboration among professionals, are essential elements. Therefore, the incorporation of technology in the classroom requires a redefinition of the organisational culture of schools.Systematic Review Registration: [zenodo.org], identifier [6343639].