The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers have a sufficient level of digital teaching competence. This article aims to increase awareness of teachers’ self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.

Over time, the role of information and communication technologies (ICT) has become increasingly important in most areas of our lives, including education. So much so, that during the COVID-19 pandemic, the use of these tools has been essential to continue the teaching process. One of the great challenges facing teachers today is their need to adapt to this new educational scenario by acquiring the necessary digital skills. The aim of this study is to determine the level of competence of teaching in pre-university education key stages. To this end, a questionnaire was distributed among education centres and teachers in the Autonomous Community of Extremadura, obtaining 109 valid responses. The analysis methodology was the formation of clusters using the K-means model. The results confirmed that the teachers perceived a medium-high level of knowledge and use of ICT. Moreover, that this digital competence is conditioned by factors such as age, experience, gender, and level of education. In conclusion, public administrations are encouraged to facilitate teachers’ knowledge and application of ICT according to the profiles identified.

In the last decade, tourism activity associated with natural areas has stood out as a driver for economic development. Thus, it is a key factor for the economic and social sustainability of the community near a protected area. This paper analyses, considering the tourist exploitation and the public use of the National Park in the last decade, the perception about the sustainability of its geographical area closest. A questionnaire was used and sent to the authorities of the villages closest to each of the 15 National Parks. The structural equation model was used for the design and analysis of the model. The results confirmed significant relationships between the perception of economic development and quality of life, but not with social development. A positive relationship between quality of life and social development is also demonstrated. The three dimensions analysed, economic, social and quality of life, are influencing the perception of sustainability of the geographical area closest to the protected natural area. The legal limitations to the public use of these natural protected areas have been considered in the assessments made by the respondents. In conclusion, National Park managers, local entrepreneurs and institutional authorities (local, regional and national) are encouraged to better coordinate the resources of the protected natural area. The dynamization of tourist activities should be encouraged while respecting the biological value of the park, as has been done so far.

Protected natural areas have become important tourist destinations around the world, and in Spain, national parks are the most representative figure of this type of enclave, having as one of its objectives to make conservation compatible with public use. One of its objectives is to make conservation compatible with public use. However, its restrictive legal regime prevents sustainability from being achieved. In this sense, UNESCO Global Geoparks emerges as an alternative figure with a vision more focused on socio-economic development. This paper compares the perception of sustainability in these two types of protected areas. For this purpose, a questionnaire was sent to the highest representatives of the municipalities closest to all the national parks and geoparks in Spain. The data analysis was carried out using structural equation modeling. The results of this study show a higher perception of sustainable development in geoparks than in national parks. In conclusion, very strict regulation of protected areas can be detrimental to tourism development and the population’s quality of life.

The tourism management of geoparks is an excellent way of achieving sustainable development in rural areas and improving the quality of life of the resident population while respecting their natural and cultural heritage. Spain is the country with the second highest number of geoparks in the world and the first in Europe. This study aims to find out how rural development is perceived by the highest political representatives of the municipalities affected by the declaration of geoparks in Spain, considering the dimensions of economic and social development and the infrastructures of the environment. Data were collected through a questionnaire and analysed with the structural equation modelling technique. The results reveal that the local perception of the geopark declaration is conditioned, firstly, by the perceived economic and tourism development, followed by the development of the surrounding infrastructure and social development. In conclusion, good tourism planning in these areas, increased recreational use, and the services offered by local businesses are necessary to improve the way of life for these rural populations.

The education system has become even more complex following the global pandemic, which saw face-to-face teaching transition to virtual teaching. To cope with this abrupt transition, it is essential that teachers had a sufficient level of digital teaching competence. This article aims to increase awareness of teachers' self-perception of their digital teaching competences in the educational field. Specifically, this study explores Spanish secondary school teachers’ knowledge and use of different ICT tools by evaluating their competence based on different areas proposed by The National Institute of Technology and Professional Development (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado, INTEF), Madrid, Spain. From the results of the questionnaires, we have determined that teachers consider themselves to have an upper intermediate level of digital teaching competence, although there are still shortcomings that need to be addressed in order to improve this level of competence, and its true integration in the teaching–learning process.