The effects of the pandemic have affected and continue to affect education methods every day. The education methods are not immune to the pandemic periods we are facing, so teachers must know how to adapt their methods in such a way that teaching, and its quality, is not negatively affected. This study provides an overview of different types of teaching methodology before, during, and after the coronavirus disease 2019 (COVID-19) pandemic. This study describes the different types of teaching (e.g., presence learning, blended learning, and distance education) used in two Spanish Universities (i.e., one private and one public) during the pandemic. A new teaching methodology is proposed. The purpose of this study report is to share what we learned about the response to COVID-19. Results provide a basis for reflection about the pros and cons of teaching and learning modalities in higher education. The current situation demands that we continue to rethink what is the best methodology for teaching so that the education of students is not affected in any way. This study is useful for learning about different teaching methods that exist and which ones may suit us best depending on the context, situation, and needs of our students.

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning.

Unlike other fields of knowledge in which research is synonymous of progress, in the educational field, research is not seen as a pillar to improve teaching practice. Taking this problem as a starting point, open responses of 264 Spanish teachers from all educational stages were analysed on the reasons why teachers do not give importance to educational research, as well as the possible proposals to improve this situation. After an inductive analysis, the findings suggest that there was a total of 19 reasons why teachers do not give importance to educational research, and 15 proposals to improve their involvement, being these categories accepted unanimously regardless the educational stage of the teachers. On the one hand, the main reasons why educational research does not impact on teaching practice were 4: lack of training, lack of time, teachers’ comfort zone and difficulty of transference of the results to the classroom. On the other hand, the main proposals to improve this situation were also 4: training throughout the university degree and throughout working life, changing the distribution of time (fewer hours of teaching and more hours of research), distribution of incentives (economic, merits ...), and proposal of practical and real topics of what the teachers need in class.

Educational robotics is a valuable tool in education and therapy for children with neurodevelopmental disorders (NDD), especially when introduced in activities, combined with gamification and storytelling elements. However, the lack of familiarity of therapists with the technologies involved makes their widespread introduction difficult and leads to case-specific rather than more generalizable methods. In this paper, we present an experimental methodology which provides a guide for the introduction of these elements in therapeutical activities with children with NDD. Providing a common framework reduces the gap between the different expertise of therapists, educators, and engineers. While establishing a common vocabulary and objectives, the methodology provides a guide for designing activities and evaluating their therapeutic effectiveness. We provide an example with a pilot study using a low-cost robot (Ozobot) in a therapeutic environment. Results regarding the children’s task involvement, level of attention, and use of social skills were positive. In addition, the attitude of some children changed throughout the sessions, improving frustration tolerance. The discussion of the pilot study provides clues for improving future implementations of the presented methodology, which serves as a framework for the design of future experiments that include therapeutic activities with educational robotics, gamification, and storytelling.

This article aims to design and validate a scale of perception towards educational research. The instrument, which was applied to a sample of 324 university and non-university teachers, is made up of three dimensions: Value towards educational research, Involvement with educational research, and Competence in educational research. The results revealed excellent goodness-of-fit and reliability values, making its use relevant for the academic and educational field. In addition, statistically significant differences were found in the three dimensions of the instrument in favour of university teachers. These results provide important theoretical and practical implications.

This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.