The exceptional situation experienced on the planet during the last two academic years has forced teachers to adapt their teaching. They had to pass their face-to-face teaching methodologies to online teaching. This study analyzed the perceptions of students in a master’s degree in secondary school teacher training, who have experienced the transition to bimodal teaching during the 2020–21 and 2021–22 academic years carried out by professors with high digital teaching competence. Data from two academic years are available, with a total of 207 students. The results indicate that the experience has been positive, and no significant differences were found in the follow-up of the contents when the class was followed online. However, the feeling of belonging to the group is lower in online classes than in face-to-face classes, and the perception of online teaching is more favorable in the academic year immediately developed after the COVID crisis. The bimodal modality has become a useful solution as long as the conditions of the equipment and networks are guaranteed as well as the training of teachers in digital teaching competence. In addition, the students’ perception of this modality is that it can continue once the exceptionality of the pandemic has been overcome.

Science and Technology (S&T) education is fundamental for advancing sustainability and preparing new generations to face global challenges. However, there is growing concern about the decline in interest and positive attitudes of pre-university students towards S&T and STEM fields, which affects the future workforce and the ability to address complex problems such as energy transition. Research highlights the importance of early interventions and innovative teaching methods to sustain motivation and foster positive attitudes towards S&T and STEM fields. Among these, gamified learning strategies, such as escape rooms, have emerged as promising tools for making S&T education more engaging and accessible. This study investigates whether such approaches can enhance knowledge in renewable energy and attitudes towards S&T in pre-university students. A total of 101 secondary education students participated in a gamified escape room on renewable energy, followed by pre- and post-intervention surveys assessing knowledge and attitudes towards S&T. Responses from 96 students were analyzed using non-parametric statistical tests. The activity improved students’ knowledge of renewable energy but did not lead to measurable changes in their attitudes towards S&T, suggesting that one-time interventions may raise awareness but are insufficient to shift perceptions; therefore, sustained and immersive educational strategies are needed to foster lasting engagement with STEM fields.

The aim of this paper is to demonstrate the validity of a specifi c multiple choice test to situate a student above or below a B2 profi ciency level according to the Common European Framework of Reference for Languages (CEFRL). The research process and the results, not the product, are the focus of this work. After carrying out a pilot study of the test with 214 students, results regarding its reliability and validity are statistically analyzed and explained in detail. It is demonstrated that a properly designed multiple choice test can discriminate whether or not a student has reached the required B2 level according to the CEFRL. Resumen: El objetivo de este trabajo es demostrar la validez de un test del tipo “opción múltiple” para situar a un estudiante por encima o por debajo de un nivel de competencia B2 según el Marco Común Europeo de Referencia para las Lenguas (MCERL). El proceso y los resultados más que el producto fi nal son el centro de este artículo. Tras un estudio piloto con 214 estudiantes, los resultados relativos a su validez y fi abilidad se analizan y se explican en detalle. Se concluye que una prueba de elección múltiple correctamente diseñada puede discriminar si un estudiante ha alcanzado o no el nivel B2 según el MCERL.