To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.

Technological resources have the potential to improve the quality of life in a context in which social pressure for the use of these tools is increasing. In this sense, the adoption of technological resources by the elderly is a highly complex issue because numerous and varied factors are involved. Precisely for this reason, this study aims to analyze the effects that exist between a series of dimensions related to the perception of older people regarding the ease of use, the perceived usefulness of technological tools, attitudes towards technology and their intention to use them in everyday life. To do this, 415 adults (M = 66.27 years) enrolled in a program at the University of Experience in the Spanish context completed an online questionnaire. The application of a Structural Equations Model for data analysis highlights that the perceived ease of use of the technology has a positive effect on the perceived usefulness of these resources. Similarly, an indirect effect of the perceived usefulness of technology on the intention to use these resources is observed through the manifestation of positive attitudes towards the use of digital tools.

The importance and benefits of teamwork in the university context have been widely recognized in recent decades. However, there is little evidence that analyzes the effects of the combination of collaborative learning strategies and gamification methodologies for the improvement of transversal skills and academic performance. In this sense, in this study an intervention program was carried out in the university classroom that alternated the use of technology, gamification (through the use of the ClassDojo platform) and collaborative learning to improve the development of transversal skills. More specifically, the objective was to analyze the academic performance and qualitative perceptions of university students after the application of a gamified educational approach. A mixed research methodology was used with quantitative and qualitative techniques combining descriptive, correlational and linear regression analysis and an interview was administered to the 117 students involved in the experience. The results obtained indicated that the application of the program produced improvements on the development of transversal competences and on the academic performance of university students. In addition, the qualitative analysis of the perceptions allowed us to conclude that this program that combines gamification with collaborative learning received a positive evaluation by the students regarding different variables such as the applicability of gamification for the improvement of softskills, the benefits on the teaching–learning process and other factors that influence motivation before the use of gamification techniques in learning.

We understand soft skills as an integrated set of knowledge, skills and values that facilitate the effective, affective and efficient development of a skill or activity. The objective of this study was to identify the soft skills that are most often used in the orientation process and those that improve employability, according to Spanish counselors. A qualitative methodology was used. The participants (n = 57) were orientation professionals. A total of 273 interviews were conducted over five years. The results and conclusions show that communication and decision-making are the most important competencies in the orientation process and at the level of employability, followed by intrapersonal skills, skills in interpersonal relationships, teamwork, problem solving, adaptation to new situations, creativity and leadership.

Digital competence is considered to be a crucial learning outcome in education in the 21st century. In this context, research highlights the fact that the perceptions that instructors manifest about different aspects of Information and Communication Technologies (ICTs) condition these professionals’ behaviour towards these learning resources. In the same line, this study aims to analyse the effects that exist between a series of dimensions related to the perception of university teaching staff on the capacity of ICTs to respond to different needs of students, on perceived efficacy and attitudes towards these tools and, lastly, on active behaviour towards their use. To do so, 345 university instructors from the Spanish educational system filled in an online questionnaire. The application of a Structural Equation Model underscores the fact that the ability of ICTs to respond to the different needs of students in the university classroom and their perceived efficacy in the teaching–learning process both exert a positive effect on attitudes in favour of their incorporation into the classroom. In turn, these attitudes also have a significant effect on active behaviour with ICT resources. In addition, various mediating effects are seen to influence an active behaviour. All this gives rise to a discussion on the implications of these results to encourage the training of university teaching staff in the knowledge and management of ICTs. Increasing confidence in ICTs as effective tools to respond to different needs could significantly favour positive attitudes and behaviour so that these resources are actively integrated into the classroom.

The needs arising in today’s society, and consequently, the demands placed on its citizens imply that individuals must possess a set of competencies to address them, such as the need to navigate diverse social contexts, manage digital information, and solve complex problems collaboratively. In terms of competency-based education, it’s essential to highlight the role of the educational field, which, must constantly adapt and transform itself to promote the comprehensive development of its students, including critical thinking, socio-emotional skills, digital literacy, and collaborative problem-solving. The objective of this study is precisely to analyze the perceptions and practices of Early Childhood and Primary Education teachers regarding the implementation of active methodologies and innovation in the classroom. The results reveal that teachers innovate in their practices and prioritize active methodologies to foster competency development in their students. Although they acknowledge various challenges, such as limited preparation time, insufficient training, and the integration of digital tools. The study highlights how Early Childhood and Primary Education teachers implement active methodologies and innovate with their students, despite facing challenges such as a lack of specific training, time for preparation, and especially digital resources to further engage in educational innovation. They share their experiences and, therefore, their contribution as educators to shaping competent citizens prepared for present and future societal demands.