Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

In a digital and interconnected context, where educational processes are in constant change, active methodologies take on a relevant role by making students the protagonists of their learning. Among the different possibilities, the flipped classroom stands out for its time optimization, the incorporation of technological resources, and the personalization of the processes. The aim of this research is to analyze the perception of higher education students about the usefulness of the flipped classroom as a methodology. The information was collected with a validated instrument, which was applied to a sample of 123 students from the Faculty of Educational Sciences of the University of Málaga (Spain). A positive evaluation of the usefulness of the flipped classroom as a learning methodology was reflected in the results, highlighting its instrumental dimension. Significant differences were perceived regarding the usefulness of the flipped classroom for the promotion of autonomous learning, which had a superior valuation according to women. In conclusion, the flipped classroom stands as a methodological alternative to promote learning that has a positive evaluation from the students that made up the sample.

The increasing use of digital resources has changed the way of teaching, where platforms such as YouTube offer large repositories of educational videos. There are many theoretical studies that analyse the digital competences of teachers, but to a lesser extent on the behaviours and use that the teacher makes of this multimedia platform. Thus, the purpose of this study is the development of an instrument in which it is analysed how the behavioural intention of teachers on YouTube impacts their digital competence to search and select information, share information, and interact with other users of the platform, and create educational material. To achieve this, following the partial least squares ( PLS ) method of structural equation models, a higher‐order causal model was proposed based on an adaptation and extension of the Unified Theory of Acceptance and Use of Technology ( UTAUT ). The study was carried out with a sample of 2157 teachers from all over Spain. The main result was that behavioural intention explained 22.70% of the true variance of teachers' digital competence. In addition, it has been possible to verify the reliability, convergent and discriminant validity of the established causal relationships, determining a model with acceptable goodness‐of‐fit. These findings show that it is a valid and reliable instrument to measure teachers' digital competences on YouTube , behavioural intention, and the system of relationships between factors. Practitioner notes: What is already known about this topic Teachers can use YouTube to search and create creative and innovative educational lessons. The teacher must have adequate digital competence to search, select, evaluate, and effectively use the content of this platform in the classroom. The four central predictors of the UTAUT model (Unified Theory of Acceptance and Use of Technology) allow to explain and predict the adoption and use of ICT in different contexts. What this paper adds The elaboration of an instrument on the digital competences of the teacher on the use of YouTube as a didactic resource, based on an extended model of UTAUT. Identification of the factors with the greatest incidence on the behavioral intention of the teacher to use YouTube as an educational resource. Identification of how the behavioral intention and the ease of the conditions determine the use of YouTube by teachers to search for educational content, share it or create it by themselves. Implications for practice and/or policy Extensive information on the factors that teachers should pay attention to improve their behavioral intention to use YouTube as a teaching resource. The need to promote improvement policies on technological and digital conditions which will affect the digital competence of the teacher for the usability of YouTube as a more visual, verbal, and interactive educational process. Educational institutions should better prepare teachers for their role as innovative teachers, providing them with adequate digital skills in relation to the use of YouTube as a teaching resource.

Summary: This article presents a study of the participants of a Small Private Online Course (SPOC) entitled “The Didactic Programming: Elements and Process of Elaboration” at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in the high drop-out rate. Using a descriptive method, a questionnaire was designed to collect data on the individual characteristics of the University students participating in the SPOC, the degree of satisfaction they expressed at the end of the training process and their opinion regarding class-based courses. The completion rate was 78.7%, and 70.6% of them had previously undertaken online training activities. All the sections of the course (objectives, contents, evaluation, etc.) were favourably evaluated by more than 85% of the participants, as well as their preference for online training.

Technologies have more and more influence on training, being essential to improve the digital competence of the whole society, especially the agents involved in education. The objective of this study is to analyse the perceptions of future primary teachers about their level of digital competence. A quantitative longitudinal panel design was applied (pre-test and post-test), with a descriptive, inferential and predictive approach. The sample consisted of 185 prospective primary teachers from the University of Malaga (Spain), in the academic year 2021-2022, who answered the “Digital Competence Questionnaire for Future Teachers” in the context of a subject on educational technology. The results reflect positive perceptions on the level of digital competence after finishing the subject, with significant differences by gender in favour of men. The variables autonomous learning and motivation were predictors of the participants' perceptions, including that of adequate training only for women. In conclusion, it is necessary to continue reinforcing the initial training of teachers to improve their digital competence. Las tecnologías tienen cada vez más influencia en la formación, siendo fundamental la mejora de la competencia digital de toda la sociedad, en especial los agentes implicados en la educación. El objetivo de este estudio es analizar las percepciones de futuros docentes de primaria sobre su nivel de competencia digital. Se aplicó un diseño cuantitativo de panel longitudinal (pre-test y post-test), con un enfoque descriptivo, inferencial y predictivo. La muestra la conformaron 185 futuros docentes de primaria de la Universidad de Málaga (España) en el curso 2021/2022, quienes respondieron al “Cuestionario de Competencia Digital para Futuros Docentes” en el contexto de una asignatura sobre tecnología educativa. Los resultados reflejan unas percepciones positivas sobre el nivel de competencia digital tras acabar la asignatura, existiendo diferencias significativas por sexos en favor de los hombres. Las variables aprendizaje autónomo y motivación fueron predictoras de las percepciones de los participantes, incluyendo la de formación adecuada solo para las mujeres. Como conclusión, es necesario seguir reforzando la formación inicial de los docentes para mejorar su competencia digital.