The Sustainable Development Goals (SDGs) constitute a working agenda for the international community with the aim of ensuring a better world for future generations. In this context, the development of competences related to SDGs is a challenge for Higher Education Institutions. Although there are several studies that address the relationship between SDGs and university teaching, the students’ knowledge about this subject has not been set out yet. In order to evaluate students’ knowledge, a questionnaire was designed, validated, and administered to students from different degrees. Statistical analysis showed a high reliability for the constructs (Smallest Cronbach’s Alfa = 0.859). The results showed interesting insights, either with descriptive analysis or inferential ones. For example, a low knowledge, in a general way, of SDGs was identified in the whole sample; significant differences between the scores obtained in professional and personal implications of SDGs were also detected and several differences arose between Health and Education students, the latter being more professionally involved with SDGs than the rest of the students.

There is a growing tendency to incorporate gamification activities with the aim of improving student's motivation in science, technology, engineering and mathematics (STEM) courses. One of the strategies to apply gamification in the classroom is the use of the escape room. In this work different experiences of escape room in the context of formal university education are analysed. The analysis of students' opinions shows that such activities are well received regardless of background (engineering or education) or gender. The emotions that arise from the experience are mostly positive and the students state that they have developed both specific and transversal competencies. Finally, practical considerations are proposed based on the lessons learned from the developed experiences.

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students’ motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

In recent years, the teaching and learning of history have been transformed by the incorporation of active methodologies and digital tools. Virtual reality (VR) is one such tool that is being increasingly used in classrooms. It allows students to visit and experience spaces from other historical periods, even those that have been lost. However, due to its relatively slow adoption in formal educational settings, there is still a paucity of scientific references where this type of experience has been empirically tested to prove its potential benefits. Further research on this issue is therefore needed. This study presents a comparative analysis of the didactic use of historical heritage from the Roman period using two different methodological strategies: an educational visit to a museum and a virtual tour via electronic devices. The main objective is to compare the effectiveness of these two methods in terms of usability, learning outcomes, and emotional responses. The study was conducted with 51 primary school teachers in training. Data were collected using two ad hoc questionnaires, which were based on a previous one. A hybrid analysis methodology was adopted, with SPSS used for interpreting the quantitative data and Atlas Ti for the qualitative information. The results indicate that the two methodologies were perceived by future teachers as valuable resources for learning and teaching history. The emotions they evoked were primarily curiosity, joy, and motivation, with only minor occurrences of frustration, nervousness, or fear. The experience gained from this first application will make it possible to extend the study to other educational levels, to enrich the conclusions obtained and to evaluate the potential scope of using this combination of methods to develop historical competences and improve heritage education.

Within the curricula of social and civic competence that are taught in secondary education, Art History is a discipline that is usually relegated to a secondary position in terms of its role and the time dedicated to it. This report presents a didactic intervention for the systematic introduction of gamification strategies aimed at teaching Art History. Its objective is to analyze the performance of gamification strategies in the teaching of social sciences. The products generated in this intervention, applied longitudinally in three academic years, have been analyzed using qualitative methodology, with the WebQDA software. The results show a growth in motivation for the study of Art History and an uneven assessment of the different motivation strategies used in the process, although in general terms, a positive assessment of the gamification strategies used is presented.

Cultural heritage is one of the areas where Extended Reality is having a significant impact nowadays. Although often associated with entertainment, this technology has enormous educational potential when applied to heritage. Therefore, it is essential to implement monitoring tools in educational practice to assess its actual effectiveness. This article presents the process of generating and validating a statistical data collection instrument developed to evaluate a virtual reality experience created using the archaeological heritage of the ancient Roman city of Augusta Emerita (Mérida, Spain). It can be easily adapted to evaluate similar experiences. The aim is to gauge the effectiveness of these experiences as a didactic resource. The questionnaire was subjected to an evaluation of its three dimensions. Content validity was analyzed through expert judgments, while applicability was tested by students. Finally, a series of statistical tests were conducted to verify construct reliability and internal consistency. Based on the results obtained and cross-referenced with the data provided by the literature, the suitability of this tool for collecting data on usability, learning, and emotions in virtual reality experiences is confirmed.