This article examines the research that explores the relationship between sustainability and digital teaching competence in the university environment, through a qualitative systematic review, which covers 2011 to 2021. It is intended to identify how sustainability is applied in higher education through teaching experiences linked to the use of ICT, where the digital teaching competence is specified and put into practice. In other words, it is about responding to the following questions: What digital skills are being applied to develop educational sustainability in higher education? In which aspects of educational and pedagogical sustainability are they projected? As a work methodology, the PRISMA protocol is applied as the technique of systematic review, using the Scopus and WOS databases as sources of information. Subsequently, a qualitative analysis of the selected articles is carried out using the ATLAS.ti scientific software, using the DigCompEdu model as the basis for the analysis of the information. The results shed light on the panorama of research on digital competence and sustainability and the evolution of scientific production over ten years, as well as the methodology applied in these studies. The DigCompEdu model is found to be useful for registering the modalities of teaching competencies put into practice, manifesting a primacy of pedagogical digital competences over those of professional development and student empowerment. Sustainability development areas are also identified, linked to teaching digital competence, such as inclusion, educational quality or lifelong learning.

Project-based learning (PBL) is a student-centered, inquiry-based approach in which students design and execute projects that address meaningful challenges. Over time, PBL has been adapted across various educational levels, disciplines, and cultural contexts, leading to a diverse body of knowledge. Given these variations, it is crucial to systematize existing research to identify well-established aspects and areas that require further exploration. This study conducts a systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology. It uses the foundational PBL model as a reference to analyze its essential elements in design and implementation, particularly in terms of their contribution to sustainable education. A total of 25 studies were included in the final review sample. The research aims to examine current practices and identify gaps or inconsistencies in application. The qualitative analysis highlights crucial aspects such as project design, evaluation strategies, and interdisciplinary alignment. Findings reveal challenges in ensuring consistency across practices, with a predominant focus on procedural execution. However, the review also uncovers that existing studies address cognitive and socio-emotional dimensions in ways that require further investigation. Based on these findings, the study proposes a refined framework for the implementation of PBL, aiming to guide more effective and context-sensitive applications. These findings underscore the need for further exploration of how PBL can holistically support learner growth, enhance engagement, and contribute to more sustainable and impactful educational practices. Theoretical implications point to a deeper understanding of how PBL can integrate cognitive, emotional, and interdisciplinary components to foster this holistic development, while operational implications highlight the importance of institutional support, teacher training, and flexible curricular policies to ensure successful and sustainable implementation.

Young people’s exposure to fake news is a growing concern in terms of the risks that are beginning to emerge related to health (anxiety and stress), democracy (loss of trust in the media and institutions) and post-truth (permanent questioning of the facts). To ascertain Spanish adolescents’ exposure to false news, their level of awareness and how they value the credibility of digital information, the ‘CHECK-M’ questionnaire was designed and administered to 480 adolescents (N = 480). The results reveal that most have heard of fake news but trust their abilities to detect this kind of content. This self-confidence leads them to also state that they know that there is information designed explicitly to deceive citizens. However, when evaluating the veracity of information, they do not attach importance to fundamental criteria such as having a recognized author or being accurate. This raises the need to reinforce adolescents’ critical thinking starting in the most elementary stages of education.

Burnout is one of the major problems in higher education and is linked to a decline in students’ academic performance and achievement. Burnout, when prolonged over time and added to stress and high workloads, promotes the intention to drop out of studies, which translates into negative consequences for individuals and groups. Academic engagement is proposed as an effective alternative to offer solutions to improve the quality of education and counteract current negative trends. This study is based on a correlational–descriptive research design. It aimed to find out to what extent students feel engaged in their university studies and to identify and analyze possible correlations between engagement and specific classroom variables. To this end, a sample of 764 college students was studied. The result showed that students feel connected to and interested in their studies and that the area of knowledge impacts student engagement. They also indicate how learning strategies used in the classroom positively impact academic engagement.

This research aims to know the level of digital competence that non-university education students have from their own perspective. In addition, hypotheses have been made to know if there are differences in these perceptions according to different sociological variables. For the evaluation of the digital competences, the theoretical model proposed by Ala-Mutka (2011), for the systematization and /or breakdown of digital competence, was adapted on a Likert scale. In this research an intentional sampling is applied circumscribed to centers previously identified as centers that have participated in the "School 2.0 Program" selected by the Center of Teachers of Seville as centers of good ICT practices.The sample consists of a total of 336 students, 49,8% were boy-students and 50,2% are girl-students, of which 50,3% were Primary school students and 49,7% are Secondary. Overall, the results show that students perceived to have an average level of digital skills. Moreover, significant differences in this perception as to be detected if the students have internet at home (ρ = 0.012), if they have received ultra-laptops in schools (ρ = 0.001), and with respect to the age at which the students began using the computer (ρ = 0.038). The results obtained here are relevant to appraise the impact of ICT policies and digital competences of students.

Background: Active Learning with AI‐tutoring in Higher Education tackles dropout rates.Objectives: To investigate teaching‐learning methodologies preferred by students. AHP is used to evaluate a ChatGPT‐based studented learning methodology which is compared to another active learning methodology and a traditional methodology. Study with Learning Analytics to evaluate alternatives, and help students elect the best strategies according to their preferences.Methods: Comparative study of three learning methodologies in a counterbalanced Single‐Group with 33 university students. It follows a pre‐test/post‐test approach using AHP and SAM. HRV and GSR used for the estimation of emotional states.Findings: Criteria related to in‐class experiences valued higher than test‐related criteria. Chat‐GPT integration was well regarded compared to well‐established methodologies. Student emotion self‐assessment correlated with physiological measures, validating used Learning Analytics.Conclusions: Proposed model AI‐Tutoring classroom integration functions effectively at increasing engagement and avoiding false information. AHP with the physiological measuring allows students to determine preferred learning methodologies, avoiding biases, and acknowledging minority groups.