This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.

The spread of online disinformation is one of the 10 global risks of the future according to the World Economic Forum, and 51% of experts believe that this situation will not improve in the coming years. By 2022, half of the news will be fake news. In terms of users, young people and adults have problems understanding where the information they find online comes from and what sources to trust or not. In order to ascertain the degree of credibility that young users in Andalucía give to information, this study presents the results of the evaluation of online news by university students pursuing degrees in communication and education (N = 188), using the CRAAP test. The data reveal differences in gender and degree programme in the credibility assigned to the news. The conclusion is that university students have difficulty differentiating the veracity of the sources, in line with previous studies, with fake news earning higher ratings than real news.

Young people’s exposure to fake news is a growing concern in terms of the risks that are beginning to emerge related to health (anxiety and stress), democracy (loss of trust in the media and institutions) and post-truth (permanent questioning of the facts). To ascertain Spanish adolescents’ exposure to false news, their level of awareness and how they value the credibility of digital information, the ‘CHECK-M’ questionnaire was designed and administered to 480 adolescents (N = 480). The results reveal that most have heard of fake news but trust their abilities to detect this kind of content. This self-confidence leads them to also state that they know that there is information designed explicitly to deceive citizens. However, when evaluating the veracity of information, they do not attach importance to fundamental criteria such as having a recognized author or being accurate. This raises the need to reinforce adolescents’ critical thinking starting in the most elementary stages of education.

The aim of this study was to measure and analyse the association of emotional burnout and resilience with the psychological distress of students who finished their nursing studies after the peak of the COVID‐19 pandemic. The mental health of nursing students was affected during the pandemic, and resilience seems to counteract the negative effects. This is a cross‐sectional study. The data (quantitative) were gathered at the beginning of the second term of the academic year 2020/2021. The study was carried out in the Spanish university context. Self‐reported measures were gathered using three one‐dimensional, valid, and reliable scales: the Psychological Distress Scale (K‐10), the Emotional Burnout Scale (EBS), and the short version of the Connor‐Davidson Resilience Scale (CD‐RISC10). A total of 393 students of different Spanish universities participated in this study. A valid linear regression model was obtained, which allowed verifying that psychological distress is explained, with 37% variance, by emotional burnout and resilience. The total score in emotional burnout has more relevance than the total score in resilience, and the latter has a negative tendency. Facing the factors that generate emotional burnout in students in the academic scope and promoting resilience in them are fundamental aspects that contribute to their psychological well‐being. The reflection should be extended to clinical practices. Universities are urged to think about last‐year students, their experiences, perceptions, and feelings, to determine how their susceptibility to emotional burnout and psychological distress can be minimized in their future clinical practices. Strategies to promote their resilience should also be studied.

This research aims to know the level of digital competence that non-university education students have from their own perspective. In addition, hypotheses have been made to know if there are differences in these perceptions according to different sociological variables. For the evaluation of the digital competences, the theoretical model proposed by Ala-Mutka (2011), for the systematization and /or breakdown of digital competence, was adapted on a Likert scale. In this research an intentional sampling is applied circumscribed to centers previously identified as centers that have participated in the "School 2.0 Program" selected by the Center of Teachers of Seville as centers of good ICT practices.The sample consists of a total of 336 students, 49,8% were boy-students and 50,2% are girl-students, of which 50,3% were Primary school students and 49,7% are Secondary. Overall, the results show that students perceived to have an average level of digital skills. Moreover, significant differences in this perception as to be detected if the students have internet at home (ρ = 0.012), if they have received ultra-laptops in schools (ρ = 0.001), and with respect to the age at which the students began using the computer (ρ = 0.038). The results obtained here are relevant to appraise the impact of ICT policies and digital competences of students.

The contents of Education for Sustainable Development should be included in teachers’ initial and advanced training programs. A sustainable consciousness is one of the main foundations for determining the key competences for sustainability. However, there are not many empirical studies that deal with consciousness from education. In this context, the e-portfolio appears as a tool that promotes reflection and critical thinking, which are key competences for consciousness development. This work intends to propose a categorization system to extract types of consciousness and identify the levels of consciousness of teachers in training. For this research work, which is of an eminently qualitative nature, we have selected 25 e-portfolios of students (teachers in pre-service training) in the last year of the School of Education at the University of Macerata (Italy). The qualitative methodological procedure that was followed enabled deducing three bases that shape the consciousness of teachers in training: thinking, representation of reality, and type of consciousness. We concluded that the attainment of a sustainable consciousness in teachers requires activating and developing higher levels of thinking, as well as a projective and macrostructural representation of reality.