Achieving success in today’s society is becoming an increasingly complex endeavor. People must have high levels of creativity and resilience in order to constantly adapt to changing situations and, at the same time, maintain the necessary tenacity and enthusiasm to continue despite failures. This research aims to identify the different characteristics of people with high levels of objective career success, subjective career success, resilience, and creativity, and analyze their relationship with the achievement of career success. The sample consisted of 200 people from six professional categories (unemployed, managers, influencers, entrepreneurs, employees, and professors) in Spain. The questionnaire (EX. P/RE/CRE—professional success, resilience, and creativity) that was designed for this study was used to collect the data. The results suggest that a person with high levels of creativity and/or resilience is more prepared to achieve professional success from both an objective and subjective perspective. The study’s conclusions support the correlations between the terms and describe the characteristics and conditions of the successful, resilient, and/or creative person.

We live in a context and in a changing society, which requires individuals to adapt to the new circumstances in which we find ourselves. Creativity is one of the most important elements to consider in facilitating adaptation.. Therefore, it is particularly important to study from all scientific perspectives. Therefore, the objective of this study is to provide a better understanding of creativity from a neuropsychological approach given the multidimensional construct. It has conducted a review of research studying neuroscience creativity and vision of neuropsychological functions involved in this process, depending on the phase in which we face the creative activities that were established by Wallas (1926) proposal: preparation, incubation, illumination and verification. The results show that there there are cognitive functions especially relevant in each of the phases c and brain structures with high activation in the various stages of the creative process. Finally, it is proposed with this new perspective of the study of creativity, a starting point for future research.

The education sector is undergoing significant challenges in the process of transforming learning models in order to face the new requirements of our hyper-connected society. Teaching students how to adequately interact as active and committed citizens in our knowmadic global society is the most challenging task facing educators nowadays. Moreover, the university must consider a student’s knowledge of digital technologies to be able to design new educational models that respond to their current needs. The aim of our research is to assess that knowledge and the use of digital technologies among college students and the relationship this has with their prior academic experience. Data collection included a validated ad-hoc questionnaire divided into 16 categories applied to 757 students of both sexes between 20 and 57 years of age. The results show that, irrespective of gender and age, those students who have used Information and Communication Technologies (ICT) in their secondary education have a better knowledge of how to use them to their advantage throughout their university learning process. In conclusion, students need to undergo a training in digital skills before entering university, so as to equip them with a higher level of digital competence.

La presente investigación pretende analizar la relación entre creatividad y la memoria (inmediata y lógica), y a su vez éstas con el rendimiento académico en adolescentes de educación secundaria. La muestra estuvo compuesta por 51 estudiantes de 4º de educación secundaria de 15 a 16 años, en un colegio concertado en la Región de Murcia. El instrumento utilizado para evaluar la creatividad fue el test CREA, mientras que para evaluar la memoria lógica se utilizó el subtest 6, memorización lógica, Luria-DNA; y para evaluar la memoria inmediata fue subtest 5, memoria inmediata de Luria-DNA. El rendimiento académico se obtuvo a través de las notas de las diferentes asignaturas. Para conocer la relación entre las variables se calculó la correlación de Pearson y se hizo un análisis descriptivo a fin de establecer la media, la desviación, el máximo y el mínimo de cada variable. Los resultados indicaron que solamente existía una correlación significativa entre memoria inmediata y rendimiento académico, mientras que entre las demás no hubo relación significativa. Finalmente, se discuten los resultados encontrados y se proponen nuevas líneas de investigación.

The essential role of basic education is to foster the development of the qualities of the students as unique individuals from their genetic potential, which must be provided for the creation of their own knowledge. Learning in school should be addressed to understand the benefit that involves comprehension of the facts, circumstances and events that take place in life, and organizing this information from the use of what they know and are learning (Macías, 2001). Teaching Digital competence requires a progressive and recurrent development of the student to generate ever more complete knowledge. This paper presents part of an investigation conducted in 2012-2014 at the Universidad Complutense de Madrid (UCM) with a sample of 137 teachers from 6th Primary Education (EP) in 50 Schools and Primary Education (CEIP) in the Madrid community, in order to ascertain whether the application of digital competence in the educational process facilitates the generation of knowledge in EP 6 pupils. This study emphasises the fact that teachers are not fully developed in terms of digital competence, and make insufficient use of Information Technology and Communication (ICT) in the classroom to support the development and generation of knowledge in students. Further, initial training in the educational use of ICT is often conducted informally, and is primarily based on web 1.0, and only rarely is this training is successfully completed in college. Therefore, it is proposed that in the process of teacher training, more consideration should be given to the impact of Web 2.0 and Web 3.0. We understand that integration of these technologies across the board in the digital literacy curriculum requires teacher training to educate students with a considered and responsable approach to the handling of ICT.