Digital competence is a key aspect to be taken into account in training at all stages. It is especially necessary to emphasize higher education stages and specifically on initial teacher training, as future teachers have the responsibility to promote these competencies and to be the first to introduce them into their programs. However, for this to happen, they must have previously established a framework of reference on which to train in digital competence, and they must be prepared to transmit this knowledge in this context that framework is DigCompEdu. For this reason, in the present research a correlational study is carried out with a retrospective ex-post-facto design to analyse the digital competencies of future teachers in the Faculty of Education Sciences at the University of Granada.The main results of the research carried out are that the self-perceived digital competence varies according to the sex of the students, being more positive in the case of men, while other factors such as the course or degree do not have a significant relevance. However, the majority of students at the Faculty of Education of the University of Granada have a self-assessed level of B1 as their level of digital competence, which is insufficient for transmission to future generations. This is also maintained because, according to the students, spaces, and training related to this aspect are not generated, although there are disparities according to the degree of this thinking.

The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels.

Digital training is one of the main challenges for in-service non-university teachers. In recent years, the DigCompEdu framework has gained momentum in non-university education, with several training activities taking place within this theoretical framework. This paper develops a systematic review that aims to analyze the studies that analyze the level of digital competence of in-service teachers in the different dimensions of the DIGCOMPedu framework. The PRISMA protocol for this type of study was followed and an exhaustive search was carried out in the WoS and Scopus databases, obtaining a total of seven studies (n = 7) that met the inclusion and exclusion criteria. The results of the review show an average low level in all dimensions, especially in the ability and skill of enhancing the digital competence of students. On the other hand, possible predictors of the digital competence of teachers are elucidated, among which experience and previous ICT training stand out, among others that the recruited studies show. These results could reflect the need to support training policies that promote not only instrumental training in educational technology but the importance of how to transfer this to teacher examples and didactic guidelines on how to promote digital environments conducive to developing the digital competence of their students.

The rise of social media is transforming education by replacing traditional materials and promoting digital competence, a key area of focus in current training. Platforms like Instagram facilitate collaboration, access to learning, and content creation, becoming essential tools for the development of students and future educators in digital environments. This study aimed to enhance the digital competence of pre-service teachers, particularly in communication and collaboration, through Instagram as an educational tool. A quasi-experimental study with pretest and post-test measures was conducted, involving 391 students from the University of Granada. The results indicated an intermediate level of digital competence with improvements in both groups, though no significant differences were found between them. However, significant effects were observed in the intragroup analysis. The experimental group, which used Instagram as an educational tool for 11 weeks, showed improvements in communication and collaboration, digital content creation, and security. The control group also demonstrated progress, mainly in information search and problem-solving. These improvements align with previous studies, though the progress in the control group may be attributed to factors such as content focused on educational technology, student motivation, and engagement. This study confirms that social media can enhance digital competence as a learning tool.

The exercise of leadership in the educational area and its diverse forms of being reflected in practice continue to arouse interest at the time of designing and developing research that reveals the characteristics that a leader must have in order to be considered a competent university leader, that is, a college student who carries out activities and a leadership position on his or her campus. In this sense, the present work aims to analyze the profile of the student leader to generate an explanatory model, being answered by means of a series of questions. Next, a cross-sectional study of university students at the University of Santo Tomás is carried out, obtaining statistical-descriptive data that indicate the mean scores in relation to each of the dimensions of the sociodemographic factors of this research. In addition, gender and age are identified as study factors that coincide with other research, as well as the qualities, expectations and formation of the student leader. In the present study, female gender is significant in relation to leadership practice, and age does not show significant differences between the groups. Finally, it is concluded by determining as key the role of students who exercise leadership in the University. In addition, it should be noted that the present research is derived from the Doctoral Thesis entitled: “Student leadership at the University Santo Tomás de Bucaramanga: Pedagogical proposal”, defended at the University of Granada, Spain. Funded by Proyecto de investigación, Colombia. Code: 2008/12058.

INTRODUCCIÓN. El porcentaje de mujeres que cursan titulaciones STEM (Science, Technology, Engineering and Mathematics) es inferior al de hombres, debido a condicionamientos sociales, estructuras institucionales, asesoramiento deficiente y entornos de aula de educación temprana hacia otras áreas. En concreto, algunos estudios empiezan a evidenciar la brecha de género que se produce en este ámbito primordial para el desarrollo de la sociedad. En esta línea, la robótica educativa se ha convertido en una herramienta efectiva para contribuir a despertar vocaciones en el ámbito STEM. MÉTODO. El objetivo de este trabajo fue desarrollar la actitud y competencia STEM a través de la robótica en las maestras en formación del Grado en Educación Primaria, para ello se aplicó un diseño cuasiexperimental con pretest-postest, donde participaron un total de 104 estudiantes. RESULTADOS. El grupo experimental que trabajó de forma práctica con robótica educativa durante 13 semanas obtuvo una mayor puntuación postest que indicó un aumento de la actitud y competencia STEM en comparación con el grupo control. No obstante, no se encontraron diferencias significativas intragrupo ni intergrupo. DISCUSIÓN. Aprender de forma práctica materias STEM motiva hacia la predisposición de profundizar en programación, mejora las actitudes y competencias STEM a través de la robótica educativa en las aulas, favorece la inclusión de las estudiantes en dichas materias y reduce la brecha de género existente. Finalmente, fomentar la motivación y vocación en materias STEM puede incidir en el hecho de que las maestras en formación incorporen en su posterior ejercicio de la docencia elementos STEM como la robótica, pudiendo desarrollar experiencias positivas y motivadoras en las aulas de educación primaria, para que el alumnado pueda disfrutar aprendiendo robótica y propiciando que se despierte la curiosidad por el aprendizaje de estas materias.