In recent years, Higher Education institutions have reviewed learning and teaching methodologies to align competencies with evolving socioeconomic scenarios. Challenge-Based Learning (CBL) has emerged as a key method for developing competencies and self-regulating capacities in university students. This study aimed to identify the teaching practices associated with CBL in Higher Education. Adhering to PRISMA 2020 guidelines, this systematic review analyzed open-access and peer-reviewed publications from 2013 to 2023. The selection process reviewed 64 articles from Web of Science (WoS) and Scopus. To assess the risk of bias, the Delphi method with expert panels from the University College of Northern Denmark (UCN) was used. The review identified 20 studies emphasizing a shift in teaching practices in CBL toward student-centered learning, categorized into four key dimensions: pedagogical approaches, technological integration, industry engagement, and support for development. These findings illustrate the transition from traditional teaching to facilitative roles that foster innovative problem-solving. Limitations included the scarcity of research on specific CBL teaching practices and detailed implementation strategies, highlighting the need for further research. This study underscores the importance of specialized educator training in addressing CBL adoption challenges and preparing students for complex future challenges, enhancing student learning and growth across disciplines.

Studies on ICT use in education usually focus on ICT’s contribution to training processes. However, scarce research has concentrated on the problematic use of ICT among young people in the school context, and most of it approaches the problem from a psychopathological perspective. The purpose of this paper, in contrast, is to analyse problematic ICT use among young people in their personal and school setting. The methodology involved applying a questionnaire to a sample of 1,052 youths aged between 12 and 18 years old. The study starts with a univariate and bivariate descriptive analysis. Subsequently, three Poisson regression models were developed to evaluate the contribution of several predictor variables to the three types of problematic uses identified in their sphere, learning processes and classroom relationships. Results show a relationship between problematic ICT use in personal and school settings, with older youths who use smartphones (the) most likely to engage in this type of behaviour. The use of mobile technology largely explains the problematic behaviour in the use of ICT among young people in personal and school contexts, which justifies the need to promote actions contributing to more responsible use of this type of technology in all areas of their personal, school and social life. Los estudios sobre el uso de las TIC en educación suelen analizar su contribución a los procesos formativos. Son escasas las investigaciones centradas en los usos problemáticos de las TIC que realizan los jóvenes en el contexto escolar y, la mayoría, lo abordan desde una perspectiva psicopatológica. El propósito del presente artículo es analizar los usos problemáticos de las TIC entre jóvenes en su ámbito personal y escolar. La metodología consistió en la aplicación de un cuestionario a 1.052 jóvenes de entre 12 y 18 años. El estudio se inicia con un análisis univariante y bivariante. Posteriormente, se desarrollan tres modelos de regresión de Poisson para valorar la contribución de diversas variables predictoras sobre tres tipos de usos problemáticos identificados en: el ámbito personal, los procesos de aprendizaje y las relaciones de aula. Los resultados muestran una relación entre los usos problemáticos en el ámbito personal y escolar, siendo los chicos de mayor edad y que utilizan intensivamente los «smartphones» los que más probabilidades tienen de incurrir en este tipo de comportamientos. El uso de la tecnología móvil explica en gran medida las conductas inadecuadas en el uso de las TIC en los ámbitos personal y escolar entre los jóvenes, lo que justifica la necesidad de promover actuaciones que contribuyan a un uso más responsable de este tipo de tecnología en todos los ámbitos de su vida personal, escolar y social.

The dropout rate is an indicator of complex analysis and there is no consensus on its significance. Universities lack systematized, univocal methods for collecting student dropout data, making measurement problematic. In consequence, the formulas applied to analyze this phenomenon differ between countries and it is therefore an immense challenge to perform comparative studies. The aim of this paper is to provide a general overview of student dropout in Spain and in Catalonia compared to other international university contexts. Compiled data come from several reports produced by national and international organizations as well as by a research project funded by the Catalan University Quality Assurance Agency (AQU). The perspective provided on how this phenomenon is being studied and dealt with in several contexts may help design actions to increase student retention and performance in higher education institutions (HEIs).

The professional development of principals is a key element in improving the quality of educational systems. Although it is common for the training of educational leaders to be associated to formal pre- and in-service principal development programmes, informal learning opportunities are increasingly common. However, research analysing informal learning processes among this professional group is scarce. The purpose of this paper is to identify the factors promoting informal learning strategies, online and face-to-face, used by principals as part of their professional development. The methodology involved implementing an online self-administered questionnaire to a sample of 715 school leaders. The study begins with a univariate and bivariate descriptive analysis. Three multiple regression models are then developed, which allow to check the independent effects among the variable criteria used and the three types of learning methods under consideration. The results show that the development of formal and informal learning activities among principals clearly requires a ‘learning-friendly’ organisational culture, a clear motivation for the profession, a strong professional determination and a positive perception of professional competencies as principals. Schools should start promoting the transition from job-based to competence-based staff systems and structures, in which informal learning strategies become relevant as a basis for promoting innovation.