Today, the processes of virtualization in higher education are decisive. The digital paradigm has an enormous influence on the university world, and will have even more in the future. Knowing how students access the Internet, how they consume it and how long they use it would be of great value for university policy, to facilitate the proper integration of information and communication technologies (ICT). The main objective of this study is to determine the time of use of the Internet by university students in different Spanish-speaking countries in the last eight years (2012–2019). It also aims to determine whether belonging to a common cultural space has an influence on this fact. The broad sample was composed of 2463 subjects from Chile, Ecuador, Spain, Guatemala, Mexico, Peru, and Venezuela. The results show that there is no homogeneity in the time of use and consumption patterns among the countries analyzed. The particular elements and social habits of each specific country, and multiple variables within each of them, condition their use. In conclusion, it can be argued that the integration of ICTs in university contexts is a very complex phenomenon in which multiple factors are present. In this sense, the sustainable educational policies of each country—and even of each university—must focus on their characteristics and idiosyncrasies. Importing practices from other countries, or attempting to apply common patterns of integration, may not be effective because of differences in the very different variables present in each.

Within globalization and the development of information and communication technologies (ICT), social and civic competence and sustainability take on a relevant role in the international scope. To this end, a theoretical section on citizenship models and the different fingerprints of sustainability is presented. The study is quantitative, with a sample of 161 massive open online courses (MOOCs) from three of the main platforms (Coursera, EdX and MiriadaX) with content on citizenship, citizen participation and/or sustainability. Both data collection and analysis are structured around a system of four categories: Technical dimension, didactic dimension, citizenship and sustainability. An exploratory analysis is carried out, followed by a factorial analysis focused on correlations and reduction of factors that allows us to define a main formative profile of the MOOC in relation to the reference themes. In this way, this research concludes that there is an international trend in MOOCs in citizenship and sustainability, whose predominant training proposals include contents related to the ecological citizenship model, as well as issues such as lack of resources, the need to reduce waste derived from consumption, climate change, or the impact of companies on the local economy and environment.

The enormous influence that Information and Communication Technologies have in society, as well as the pandemic caused by COVID-19, have caused teachers to need to adapt to new educational contexts in recent years, in addition to evidencing the enormous deficiencies in the use of technologies. The quarantine situation made it necessary to organize the educational system so that students could continue their training away from the classroom. This article aims to assess whether teachers’ perceptions about their level of digital competence have changed after quarantine in non-university education teachers in Spain. For this, a nonexperimental quantitative method was applied using descriptive statistical techniques. The sample is made up of 168 teachers, and for data collection, a questionnaire was used covering different areas established by the DigCompEdu framework. The results show that the perception teachers have about their digital competence is that it has improved due to free training, which implies the necessary training of teachers in new technologies. These data encourage the design of a training plan from universities to comply with the resolution of 4 May 2022, of the General Directorate for Territorial Evaluation and Cooperation on updating the reference framework of digital teaching competence.

Este artículo se sumerge en el análisis de la interacción entre la transformación digital y el humanismo en el contexto de las comunidades de aprendizaje educativas, con un enfoque particular en la perspectiva de Ramón Flecha. Desde la concepción pionera de las Comunidades de Aprendizaje (CdA) hasta sus enfoques innovadores de implementación en entornos educativos a través de un modelo dialógico, este análisis subraya cómo estos elementos pueden converger para fomentar un proceso de aprendizaje que refleje la naturaleza esencial del ser humano. En este contexto, se plantea una reflexión profunda sobre el potencial de la tecnología educativa para abordar desafíos, siempre que se utilice de manera responsable y evitando su abuso. La era digital en la que nos encontramos destaca el potencial de la tecnología para satisfacer el innato deseo de la humanidad de aprender, crecer y establecer conexiones significativas. En última instancia, este análisis resalta la convergencia potencial entre la tecnología y los aspectos humanos en la educación, señalando un camino hacia un futuro más enriquecedor y armonioso en el contexto educativo.

Este artículo tiene como objetivo explorar el uso de las Tecnologías de la Información y la Comunicación (TIC) para mejorar el aprendizaje de estudiantes con Trastorno del Espectro Autista (TEA). La temática se centra en identificar y evaluar aplicaciones educativas disponibles en el mercado, con el fin de seleccionar las cinco más efectivas para la etapa de Educación Primaria. El procedimiento metodológico incluyó una revisión exhaustiva de la literatura sobre TIC y TEA, seguida de un análisis comparativo de las aplicaciones basadas en criterios como accesibilidad, facilidad de uso, adaptabilidad, eficacia educativa y feedback de los usuarios. Se emplearon técnicas cualitativas y cuantitativas para evaluar cada aplicación. Los resultados indican que las cinco mejores aplicaciones son: “AUTISMIND”, “MONKEYTEA”, “CONCIENCIA FONOLÓGICA”, “JOSÉ APRENDE” y “SOY VISUAL”. Estas aplicaciones destacan por su capacidad para mejorar la comunicación, la comprensión lectora, las habilidades cognitivas y la interacción social en los estudiantes con TEA. En conclusión, la implementación de estas TIC en contextos educativos puede facilitar significativamente el aprendizaje y el desarrollo de estudiantes con TEA, ofreciendo recursos adaptados a sus necesidades específicas y promoviendo una mayor inclusión educativa.