Degree transfer is understood as the increasingly common phenomenon among students of changing university degrees or university, especially after the first or second years of the degree. The profile of students who transfer (3,861students, 8.3% of students) is constructed based on microdata from the University Pre-enrolment Register of Catalonia and an explanatory model is validated by means of Multivariate Logistic Regression. Transfer refers to both changing the area of knowledge or the university and occurs most frequently in engineering, experimental sciences and social sciences degrees. The profile of the student who transfers is male, does not balance paid employment with studying, has completed baccalaureate in a private or a state-funded private school, and is upper middle class with both parents with a higher-level education working in higher management positions or liberal occupations. His level of use of social networks and digital communication tools is very high.

The aim of this study is to identify and analyse the most important reasons that influence absenteeism in university classrooms from the students' perspective. Data have been gathered through a questionnaire answered by 1,896 students from the Business Administration, Economics and Sociology degrees of theUniversitatdeBarcelona, Spain. Both a difference of means and exploratory factor analyses have been applied. Findings show that students differ on these reasons regarding their year and degree of study. The results of the factor analysis reveal five dimensions of reasons for absenteeism: (1) students' own planning, (2) teaching methodology, (3) learning methodology, (4) course characteristics, and (5) external sources available. These factors call for effective action lines that eliminate the inefficiencies of public resources.

In this article the relationship between Cooperation for Development and capitalist development is examined, focusing specially on changes in both processes during the last decades. It is argued that Development Cooperation is a part of the world economic structure, designed by capitalism along its different phases (in an international dimension, first; and global afterwards), so its functionality is embodied in the capitalist logical scheme itself. This paper outlines the narrow relationship between the cooperation models and the logics of reproduction of World System, both in its structure and superstructure dimensions. A Pro System cooperation practice is distinguished from an Anti System one, and some preliminary conclusions are derived about the need of improvements in Development Cooperation in order to promote truly structural changes.

This study systematically reviews the academic literature on unpaid care work during and after COVID-19, emphasizing gender dimensions. Using Web of Science (WOS) and SCOPUS, it analyzes 75 empirical articles published between 2020 and 2024 in English and Spanish. The selection focused on studies addressing unpaid care from multiple perspectives, particularly family dynamics. Quantitative analysis examined frequencies and percentages, while qualitative analysis explored content depth. Results reveal a dominant biomedical perspective on care, often neglecting emotional well-being and broader socioeconomic impacts. The present study also identifies a lack of critical reflection on care’s gendered nature and unequal caregiving responsibilities. Women, historically burdened with care duties, faced increased domestic demands during the pandemic, due to school closures and limited services, exacerbating gender inequality and reducing workforce participation. A bibliometric analysis of research on COVID-19, gender, and social care highlights limited collaboration, with studies fragmented across research groups and lacking international co-authorship. This study calls for governmental and international initiatives to foster cross-border collaboration, enabling a more comprehensive understanding of care that integrates emotional and socioeconomic aspects alongside health concerns. This would promote a more inclusive and reflective approach to unpaid caregiving research.

Introducció. La situació d’emergència declarada el març del 2020 va provocar un canvi immediat en la metodologia de la docència presencial, que es va estendre a la manera de fer les valoracions. Es va substituir el sistema presencial pel sistema en línia, incloent-hi tant la docència com l’avaluació (contínua i única). Mètode. L’objectiu d’aquest article és doble. Primer, estudiar les innovacions metodològiques tant reactives com proactives per part de l’àrea acadèmica, i segon, analitzar-ne els efectes en el rendiment acadèmic universitari. Per això, s’analitzen i s’estudien els canvis metodològics introduïts a les assignatures del grau en ADE de la Universitat de Barcelona, com a exemple d’un grau relatiu a les ciències socials, i el rendiment acadèmic de cadascuna. Resultats i discussió. En primer lloc, s’han pogut distingir tres períodes de docència: docència d’emergència remota, docència en línia, i model de docència híbrid. En segon lloc, l’estudi del rendiment de les assignatures i de l’anàlisi de les addendes dels plans docents permet concloure que s’han incorporat eines virtuals docents, però que no hi ha hagut modificacions metodològiques significatives, un repte pendent d’implementar per provocar canvis en tot el procés.