The responsible management and consumption of water is a challenge that involves all segments of society. Having access to sufficient quality and quantity of water is not only a technological issue, but requires that the adopted measures and programmes take into account the dimensions of society and education. Spanish agriculture, as in other areas of the world, is a major consumer of water and more so than other sectors, including household consumption. Within the field of environmental education, this study covered the water culture and consumption of Andalusian farmers, based on their own perceptions. For this purpose, a questionnaire was created and validated, and included a sample of 1030 farmers selected with pseudorandom number sampling. An analysis of the data showed relevant results with respect to the values and notions supporting the justification for farmer behaviours, both from a cognitive-representative viewpoint and from an affective-expressive stance, as well as assertions made by the irrigators about other key sectors concerning the responsible management of water usage and water consumption. The findings of this study may assist in the design of environmental education programmes addressing this sector, which could also include other similar populations.

Today, the skills-based approach is increasingly in demand by companies due, in large part, to the fact that it favors the management of human resources by focusing on individual capabilities; which, finally, improves the job profile of a company. As a result, choosing the right candidates has become increasingly selective. Universities, therefore, need to teach skills to improve the incorporation of graduates into the workplace making it as successful as possible. For this reason, it is of special relevance to know if college students consider that the acquisition of skills is key for their incorporation into the workplace. The main objective of this study was to analyze and compare the importance assigned to the acquisition of basic skills in the university education of 694 students studying four different bachelor degrees: pedagogy, early childhood education, primary education, and psychology. For this purpose, a Likert-type questionnaire on basic skills was distributed with four possible options and the following five dimensions that grouped basic skills: organizational and planning capacity; access to information sources; analysis and synthesis of texts, situations, and people; teamwork; and problem solving. The results show that as a whole all students across different bachelor degrees gave a high score to the acquisition of basic skills, with early childhood education students giving it greater importance compared to the students from other disciplines and, more specifically, differences were observed in some dimensions depending on the bachelor degree that they have started.

When the European Space for Higher Education (EHEA) began to be discussed, new horizons were opened for graduates of the Universities. There was a turn of perspective where the Competency-Based Training Model prevailed, as it was considered, a new more effective educational paradigm for job placement. Two decades later, it is clear that the educational mismatch in relation to job placement is still patent. This research arises to analyze the valuations and perceptions of Higher Education students in reference to the skills acquired for their employment. For such purposes a Likert questionnaire was elaborated and applied to 220 students belonging to the Pedagogy Degree at the Faculty of Education Sciences of the University of Malaga. From the data analysis it was obtained that, except for the 4th grade students who do not think the same, the student body in general showed great concern for their laboral future although they think they have the necessary skills to access jobs related to their profession for their job insertion. Likewise, job stability is the factor most valued by the sample, although aspects such as the reconciliation of personal and work life and that the work is interesting and rewarding stand out. In conclusion, it should be noted that students continue to perceive that their time at the University does not enable them to achieve one of their basic objectives, which is to find a job according to their training.

Desde que en 1924 el Pressey Testing Machine apareció en la historia de la educación hasta el 2013 donde los MOOC están presentes a nivel mundial, el e-learning ha sufrido una evolución constante. Ello se ha debido en parte a que es una nueva forma de aprendizaje adaptado a las necesidades de una sociedad cambiante, en la que los trabajadores necesitan capacitarse fuera de su horario laboral. De esta manera, la investigación en los procesos implícitos en el e-learning se hace imprescindible de cara a la mejora de la calidad de esta modalidad de formación. Por ello el objetivo de esta investigación se dirigió a 1) analizar las funciones que los formadores llevan a cabo en sus acciones formativas y, 2) investigar cómo aprecian los estudiantes esas funciones. La metodología aplicada es un diseño mixto para adecuarse lo mejor posible a los objetivos de la investigación. Se ha utilizado una muestra de 707 estudiantes y otra muestra de los tutores de 29 cursos, ambas pertenecientes a un proyecto de formación continua de trabajadores de pequeñas y medianas empresas (PYMES). De los resultados obtenidos es posible conocer las funciones que los tutores han llevado a cabo y, a partir de ahí, construir algunos “marcos teóricos” que permitan comprender las relaciones entre categorías y dimensiones que subyacen a este tipo de formación. Del mismo modo, se han podido determinar diferentes tipologías de tutores dependiendo de los roles que han desempeñado.

By way of introduction, it can be highlighted that the declaration of the state of alarm in Spain caused by the COVID-19 brought about the suspension of face-to-face teaching, giving way to online teaching for which many universities were not prepared. This work is to analyze and describe the transformation that is taking place as a result of the change from face-to-face to online teaching in the face-to-face public university as a consequence of COVID'19. A qualitative methodology has been used through the Delphi technique to respond to the stated objective from 8 Spanish universities. The results showed deficiencies and difficulties in the process of adaptation to teletraining due, among other factors, to the speed with which action had to be taken to adapt the teaching and learning process. The final conclusions include pedagogical proposals for improvement that should serve to prevent future situations such as those currently experienced.