This research aims to explore the potential impact of the ChatGPT on b-learning methodologies in engineering education, specifically in mathematics. The study focuses on how the use of these artificial intelligence tools can affect the acquisition of critical thinking, problem-solving, and group work skills among students. The research also analyzes the students’ perception of the reliability, usefulness, and importance of these tools in academia. The study collected data through a survey of 110 students enrolled in a Mathematics I course in BEng Aerospace Engineering where a blended methodology, including flipped teaching, escape room gamification, problem-solving, and laboratory sessions and exams with a computer algebraic system were used. The data collected were analyzed using statistical methods and tests for significance. Results indicate students have quickly adopted ChatGPT tool, exhibiting high confidence in their responses (3.4/5) and general usage in the learning process (3.61/5), alongside a positive evaluation. However, concerns arose regarding the potential impact on developing lateral competencies essential for future engineers (2.8/5). The study concludes that the use of ChatGPT in blended learning methodologies poses new challenges for education in engineering, which requires the adaptation of teaching strategies and methodologies to ensure the development of essential skills for future engineers.

Innovative teaching methodologies begat blended learning, which seems to facilitate engineering students’ achievement of competencies required for the 21st century and has proven to be essential to keep quality standards as university education has suffered the COVID-19 pandemic. In this paper, we approach the use of b-learning and digital technologies before the pandemic started, and how it worked like a vaccine, enabling university education resilience and facilitating the sustainability of the students learning process. A questionnaire-based study is presented, in which the data came from Aerospace Engineering students following a Mathematics subject in a Technological University in Spain. ANOVA and ANCOVA analysis provided a significant difference in the appreciation of the adaptation based on the prior application of b-learning methodologies or more traditional methodologies. Results obtained indicated that the use of digital resources and educational platforms caused a noticeable change in the students’ way of learning, improving habits and digital skills.

There is growing recognition of the important role menstrual health plays in achieving health, education, and gender equity. Yet, stigmatisation and taboo remain present and negative emotions like fear and shame dominate the narrative when speaking about periods. This paper analyses how formal and informal menstrual education is received in Spain, to understand the role of menstrual health literacy in the way menstruation is experienced, and to identify what information would be useful to integrate into formal menstrual education. An online survey with more than 4000 participants (aged between 14 and 80, both people who will/do/have previously menstruate/d and those who do not menstruate) was conducted. Data was gathered using the digital platform Typeform, descriptive and inferential statistical analyses were performed with SPSS software and qualitative data was thematically analysed using Nvivo. Many participants declared not having received sufficient information on menstruation prior to menarche, particularly about how to physically manage it. Furthermore, negative emotions like shame, worry, and fear were recurrently reported to describe menarche; this has not changed between generations. Interestingly, we saw an increase in stress and sadness with an increase in perceived knowledge of the reproductive role of menstruation. We did observe a reduction in negative emotions when people who menstruate perceived they had sufficient information on how to manage their first bleeding. It is recommended that menstrual education beyond reproductive biology, particularly including how to physically manage periods, is integrated into school curricula. Menstrual education of everyone – including those who do not menstruate—can improve how periods are experienced in Spain.

The introduction of game-based learning techniques has significantly swayed learning, motivation, and information processing in both traditional and digital learning environments. This paper studies the footprint that the implementation of ten short-duration digital escape rooms has had on the creation of an environment of positive emotions in the educational field. The digital escape rooms were created by employing the Genial.ly platform and RPG Maker MZ software. A feelings/satisfaction questionnaire has been conducted to study what emotions students have experienced, as well as the students’ opinions about essential elements of digital escape rooms, to study whether positive feelings predominate in the performance of these activities. Results show a high incidence of positive emotions, and a very favorable opinion on the tools employed and the positive feelings on the acquisition of knowledge and skills.

Learning is a non-deterministic complex dynamical system where students transform inputs (classes, assignments, personal work, gamification activities, etc.) into outcomes (acquired knowledge, skills, and competencies). In the process, students generate outputs in a variety of ways (exams, tests, portfolios, etc.). The result of these outputs is a grade aimed at measuring the (level of) competencies achieved by each student. We revisit the relevance of continuous assessment to obtain this grading. We simultaneously investigate the generated outputs in different moments as modifiers of the system itself, since they may reveal a variation of the level of competencies achievement previously assessed. This is a novelty in the literature, and a cornerstone of our methodology. This process is called a Dynamical Continuous Discrete assessment, which is a form of blended assessment that may be used under traditional or blended learning environments. This article provides an 11-year perspective of applying this Dynamical Continuous Discrete assessment in a Mathematics class for aerospace engineering students, as well as the students’ perception of continuous assessments.