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.

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.

Objective. The main objective of this study was to systematically review all the scientific studies that analyse the effectiveness of mud pack therapy on patients diagnosed with knee OA. Methods. One hundred and fifteen publications were identified through an electronic and manual search and 20 of those studies were chosen based on the inclusion criteria: randomized clinical trials, systematic reviews or meta-analyses whose objective was to analyse the effect of mud pack therapy on perceived pain, function and quality of life, with a sample size of ≥20 subjects, published since 2000 and showing conclusive results. Results. In the studies that met the inclusion criteria, 12 analyse functionality, 17 perceived pain, 5 quality of life and all showed a significant improvement in the three analysed variables. The methodological quality of the studies had a moderate risk of bias. Conclusion. Mud pack therapy is considered an alternative and effective therapy in the clinical management of knee OA. Studies with better methodology are needed to prove its scope.

The health crisis caused by COVID-19 has had a huge impact on the provision of physiotherapists’ services during the pandemic. Patellofemoral pain syndrome (PFPS) is a major health problem and one of the most common causes of pain in the front of the knee in outpatients. The objective was to evaluate the effectiveness of a therapeutic physical exercise (TPE) program supervised by a physiotherapist using telematic channels in reducing pain and disability in a sample of 54 patients with PFPS in the Physiotherapy Service of the San José de la Rinconada Health Center (Seville). Subjects were evaluated pre- and post-intervention (4 weeks—12 treatment sessions). An analysis was made of perceived pain—using the visual analog scale (VAS) and the DN4 neuropathic pain questionnaire—and functional balance—through the Kujala Score test and the Lower Extremity Functional Scale. The supervised TPE program in patients with PFPS produced a reduction in pain: VAS F_{1, 52} = 8.68 (p = 0.005) η² = 0.14 and DN4: F_{1, 52} = 69.94 (p = 0.000) η² = 0.57; and in Lower Extremity Functional Scale (LEFS) disability: F_{1, 52} = 19.1 (p = 0.000) η² = 0.27 and KUJALA: F_{1, 52} = 60.28 (p = 0.000) η² = 0.54, which was statistically significant (p = 0.000 for p < 0.05). Hence, the TPE program presented was effective in reducing pain and disability in patients with PFPS.