Information and communication technology is very important both for teacher training and for delivering quality education. Therefore, university graduates must have a level of qualification in digital competencies suitable for their entry into the world of work. The research analyzes various aspects related to the use of technological resources by graduate students who were currently studying for a university master’s degree in compulsory secondary education, and the relationship between their use based on gender and/or age. A descriptive cross-sectional survey is carried out. We use an ad hoc questionnaire that shows acceptable reliability. The results show that graduate students make traditional use of ICT—both for searching for information and using digital resources for teaching. Moreover, differences were found based on gender and age regarding participants’ perception of their digital competence.

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students’ needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = 0.019) and Life Satisfaction (r² = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.

La finalidad de este estudio fue comprobar la percepción de los docentes y de los alumnos sobre la incorporación de las tecnologías de la información y la comunicación en el tercer ciclo de Educación Primaria y su relación con la adquisición de competencias respecto a su uso. Para ello se planteó una investigación descriptiva, empleando un enfoque metodológico de corte cuantitativo. Se diseñó una encuesta que fue cumplimentada por 133 profesores y 365 estudiantes, todos ellos pertenecientes a la Red de Centros de la zona de los Montes Orientales de la provincia de Granada (Andalucía, España). Los datos fueron analizados con el paquete estadístico SPSS, versión 15. Los resultados indicaron que para los dos sectores la alfabetización tecnológica fue bastante aceptable. Los maestros percibieron una mayor formación y utilización de las tecnologías de la información y comunicación que los alumnos. Basado en los resultados del estudio, se concluyó que la formación en estas tecnologías, no tiene correlación con el uso de los recursos en las clases.

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students' needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = .019) and Life Satisfaction (r² = .402), with a mean square error (SRMR) of .079. These findings show the need to develop actions within the university training program in effective stress management strategies.

This work is part of a broader investigation whose main objective is to determine the domain and preferences of the students of the Childhood Education Degree of the University of Jaén regarding digital competence. The research was focused on the “use of digital resources” dimension and was developed under a quantitative and descriptive methodology, of basic type and non-experimental cross-sectional design. We worked with a sample of 135 students from the four courses of the Childhood Education Degree of the University of Jaén, who answered a developed questionnaire voluntarily and anonymously. Data collection was carried out using a virtual questionnaire on the Google Form platform. In addition, the measurement instrument was considered valid and reliable, having obtained a Cronbach’s alpha coefficient (α) of 0.925 and a Kaiser–Meyer–Olkin sampling adequacy index (KMO) of 7.741. The results show that there are no significant differences based on the independent variables studied among most of the analyzed items. The use of ICT is beneficial for students’ participation in research.

Educational inspection, as an essential part of the current educational environment, supports its mission through more pragmatic and comprehensive processes, techniques, and models, which guarantee the right of students to quality education. The aim of the present study was to determine the causal effect of gender and age on the dimensions of the instrument in the inspector population. Specifically, 118 male and female inspectors from the Educational Inspection Service of Andalusia (Spain) participated, with an average age of 47.56 years (±5.70). In terms of gender, 30 were women (25.40%) and 88 were men (74.60%). An instrument was developed specifically for this study with the purpose of assessing the participants’ opinions of the extent to which their work contributes to educational improvement. The results evidenced the relationship between the dimensions of the instrument: attention to members of the educational community (AMEC), supervision of guidance and tutorial action (SGTA), attention and inclusion of diversity (AID), and technological resources (TR) (p < 0.01). Similarly, the multigroup model obtained good structural validity (χ² = 68.180; RMSEA = 0.078; GFI = 0.923; CFI = 0.959; IFI = 0.967). In terms of gender, no significant differences were obtained, although the results were moderately superior among males compared to females. In relation to age, younger inspectors had better TR results, and older inspectors had better AMEC and SGTA results. The conclusions strengthen the importance of the Education Inspection Service in educational establishments, highlighting the need to supervise the processes of attention and inclusion for diversity. A great deal of resistance was observed, especially as there is a lack of training in information and communication technology (ICT).