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.

The growing use of Information and Communication Technologies (ICT), in the most diverse dimensions and institutions of social life, imposes challenges on the educational systems that must accompany this technological advance. The objective of this research was to know the use that the students of the University of Évora make of technological supports (computer and/or tablet and mobile phone), both in the academic and personal spheres. The study sample is made up of a total of 308 students to whom the CUTIC questionnaire (Jiménez, Alvarado & Llopis, 2017) was applied on digital behaviors and opinions on the use of ICT. Data collection was carried out using Google Form, with prior informed consent. According to the results, the students make frequent use of the computer and the tablet in their academic tasks, the use of the mobile phone being less frequent, while their emotions and behaviors are not altered by the use and access to technological supports in neither of the two levels of studies analyzed (graduate and postgraduate).

Introduction: The aim of this study is to explore variables relating to teacher–student relationships, and their association with the detection of child maltreatment in secondary schools (12–18 age range), given that child and adolescent abuse is under revealed and underreported, and teachers play an important role in identifying and detecting it. Method: 662 teachers from secondary schools from different autonomous communities in Spain answered a self-administrated questionnaire. Results: This study revealed that while theoretical knowledge of the issue goes hand-in-hand with a higher self-reported ability to recognize cases among students, the same does not hold true of the teachers’ real detection capacity. Nonetheless, a relationship of trust with students and addressing child maltreatment in the classroom contributes to a better real detection capacity by teachers, relating this information to the possible existence of a teacher–student alliance. Discussion: We propose a trust-constructed relationship between both agents, named the teacher–student alliance. Prospective: These results point to the need for further research into the association and characteristics of teacher–student alliances on the identification in schools of cases of child maltreatment.

In today’s educational context, Game-Based Learning (GBL) has emerged as a promising methodology for promoting active learning in an engaging and motivating way. This study aims to analyze the impact of a video game-based intervention on the development of students’ cognitive skills, focusing on the levels of Bloom’s taxonomy, as well as to explore students’ perceptions of this methodology. Accordingly, an intervention was conducted with 52 students in the Early Childhood Education Degree Program, integrating video games designed for this study for pedagogical purposes. An approach combining two quantitative instruments was employed: knowledge assessment tests and a student perception questionnaire. The results show a significant improvement in students’ higher-order cognitive skills, particularly in the dimensions of applying, analyzing, and evaluating. Furthermore, students demonstrated a positive attitude toward the use of video games as a learning tool. Therefore, this study confirms that the integration of GBL methodology at the university level can effectively contribute to the development of higher-order cognitive skills among teachers in initial training. However, further research is recommended to examine its long-term impact and its effectiveness across different levels of education.

Resumen La convivencia escolar en Educación secundaria afronta importantes amenazas globales como la violencia y el acoso. A pesar de que la Inteligencia Emocional (IE) es una herramienta clave, existe una dispersión conceptual y vacíos en revisiones previas transculturales y recientes. El objetivo del trabajo es analizar sistemáticamente la evidencia científica (2021–2026) sobre la relación entre IE y convivencia en secundaria. Se realizó una búsqueda bajo el método PRISMA 2020 en Scopus, WOS, Dialnet, PubMed y Google Scholar, seleccionando 119 estudios en español, inglés y portugués, procedentes de 21 países y 5 continentes. Los resultados muestran que la IE impacta en la convivencia a través de cadenas mediadoras como la autoestima, resiliencia y afrontamiento. Las intervenciones basadas en aprendizaje socioemocional y mindfulness resultan eficaces con implementación sostenida. Se concluye que integrar la Educación socioemocional en el currículo de secundaria resulta indispensable a través de programas sostenidos en el tiempo, sensibles al contexto cultural y con un enfoque sistémico.