In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

This article analyses the perception of conflict held by students in the Faculty of Education at the three campuses of the University of Granada, and evaluates the different notions held by those who have received specific training in this subject and those who have not during their initial training process. An ad hoc questionnaire has been developed, with an empirical-analytical study and Ex Post Facto correlational design. The sample covers 1,281 subjects. The results indicate a negative perception and conceptualization, poor realization of the educational guides on subjects that include competences related to the theme of Conflict and/or the Culture of Peace, and the influence of previous experiences.

Objetivo: this study aims to design and validate a questionnaire to measure the students’ perception of the use of IRS as a technopedagogical resource in the classroom. Method: a 24 items questionnaire (Interactive Response System for the Improvement of the Teaching-Learning Process) was designed ad hoc for this research and applied to 142 university students. Results: both the exploratory and confirmatory factorial analysis yielded 3 dimensions: classroom environment, teaching-learning processes and learning assessment. The results obtained both in reliability (Cronbach’s alpha= 0.955) and in the Confirmatory Factor Analysis (χ2/df=1.944, CFI=0.97; GFI=0.78; RMR=0.077; RMSEA=0.08) reveal highly satisfactory indices. Conclusion: statistical analyses confirm that this instrument is a valid, reliable, and easy-to-apply tool for professors to evaluate the student perception of student-centred learning.

For the psychological and personal well-being of university students, it is considered essential to study the coping strategies they use when faced with conflictive situations in the academic context and the resources that the institution offers to help them overcome these challenges. The objective of this work is to evaluate the effect of sex and culture on the different coping strategies that higher education students use in the face of the difficulties they face in the academic environment. For this purpose, the questionnaire “Coping Strategies Inventory (CSI)” was applied to a sample of 1,281 university students. The results indicate that there are significant differences in the problem-solving strategies used depending on gender and culture, finding interaction between these variables, with European women being the ones who use active strategies the most. On the contrary, men of Berber origin, are the ones who use less coping strategies, both active (emotional expression and social support) and passive (desiderative thinking), to resolve conflicts.

This article examines political and religious radicalisation in Spanish higher education, situating the phenomenon within an ecological and processual framework. Radicalisation is approached not merely as violence but as ideological rigidity, imposition and the erosion of pluralism. The study employs a qualitative, exploratory design based on a focus group with twelve undergraduate students from the Faculty of Education and Sports Sciences at the University of Granada, Melilla Campus. The session, moderated by experienced academics, was audio-visually recorded and analysed through reflective thematic analysis using NVivo software. Findings indicate that students primarily associate radicalisation with extremism, coercion and the suppression of alternative viewpoints. Most participants perceive their campus as a relatively protected space, although not immune to social polarisation, self-censorship and latent conflict, particularly regarding politics and religion. Freedom of expression is experienced as conditioned by assessment practices and academic authority, leading to strategies of silence and avoidance. Religious tensions are primarily linked to the management of diversity and misinformation, while political disagreement often lead to ideological labelling and fear of exclusion. Students report deploying dialogue, negotiation and recourse to institutional support, yet the effectiveness of these strategies depends on available networks and organisational responsiveness. The study highlights the need to strengthen protective factors within universities, including community cohesion, inclusive policies, critical thinking and structured spaces for dialogue. It concludes that preventing radicalisation in higher education requires moving beyond security-centred approaches towards educational strategies grounded in the Culture of Peace, democratic participation and recognition of diversity, positioning universities as key actors globally.

Universities function as social systems in which physical, structural and symbolic dimensions shape students’ relationships and well-being. This study explored the university spaces in which students perceive and manage interpersonal conflicts, analysing differences by gender and academic discipline. A sample of 1262 students completed the University Conflict Questionnaire (UCQ). The three-dimensional structure was validated using exploratory (EFA) and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha. Inferential analysis included Welch’s t-test and ANOVA to compare gender and year group, estimating the effect using Hedges’ g. Finally, a MANOVA was conducted to test for interaction effects. The results indicate that conflicts are most frequently addressed in shared and interactive areas, whilst institutional and study spaces are less prone to conflict. Classrooms were key contexts for both the emergence and resolution of conflicts, underscoring the role of lecturers in fostering inclusion. Women reported fewer conflicts in institutional spaces, and differences related to discipline were modest. The results highlight the influence of structural conditions and the need for institutional strategies that incorporate students’ perspectives and training in mediation. These findings highlight the importance of considering university spaces in the design of strategies to promote coexistence and student well-being.