The global pandemic caused by COVID-19 has led to changes in many areas, with educational scenarios being affected. In this sense, university education has undergone significant changes owing to the impossibility of following the fully face-to-face mode of teaching. Given this situation, the general objective of this study is to analyze the university educational scenario in the context of COVID-19 and, more specifically, to identify the difficulties perceived by students. Using a mixed quantitative–qualitative methodological approach, an ad hoc questionnaire was designed, and data were collected from a sample of 238 students of the Bachelor’s Degree in Teaching during the 2020/2021 academic year. The results obtained have shown that students have experienced numerous difficulties in adapting to the hybrid teaching model. In this sense, it is worth highlighting the decrease in motivation, the feeling of loneliness, technical connection problems, and less interaction with the teaching staff and other students. The degree of satisfaction with the teaching received is also moderate. As a conclusion, it can be stated that the difficulties identified recommend the introduction of actions to improve the application of the teaching model implemented in favor of university excellence.

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Nowadays, audiovisual media play a central role in access to information and in personal relationships. Among the audiovisual media is cinema, which due to its heterogeneous nature, can fulfill diverse educational functions. The objective of this study was to learn about the training that future teachers in Spain receive outside of their teaching degree for the didactic use of cinema. In addition, we sought to understand the influence of training on perceptions regarding the educational potential of cinema and the predisposition to its use. Using a quantitative approach, information was collected from 4659 students from 58 Spanish universities. The questionnaire used covered perceptions about the potencialities of cinema as a didactic resource in pre-school and primary classrooms (PECID). The results showed that 95.1% of the students had not received training. In addition, we found a significant influence of training on their perceptions of the educational possibilities of cinema. Furthermore, we found an influence on their predisposition to use training in their future teaching practice. Overall, it is necessary to implement training actions to fill the gaps detected in favor of a quality education with active learning and linked to society.

Uno de los métodos que mejor está respondiendo a las demandas actuales de la educación es la introducción de las Tecnologías de la Información y Comunicación (TIC). En esta línea, los futuros docentes de los Grados de Maestro de Educación Infantil y de Maestro de Educación Primaria deben conocer qué es la Realidad Aumentada, una de las tendencias más novedosas debido a la diversidad de aplicaciones que desarrollan distintas áreas de contenidos. La característica principal de esta herramienta es que permite el acceso a la información de la realidad del mundo y pone a disposición de la sociedad datos digitales en tiempo real. Por otra parte, debido al aumento de estudiantes que presentan Trastorno del Espectro Autista (TEA) y teniendo en cuenta su alta prevalencia en las aulas de los colegios y su heterogeneidad, existe una notoria dificultad para acertar en las intervenciones educativas. En este sentido, este estudio tiene por objetivo realizar una revisión de aplicaciones de Realidad Aumentada que son favorables para el desarrollo competencial en la intervención con el alumnado que presenta TEA, que posteriormente, y según el contexto en el que se vaya a trabajar, servirán para seleccionar la aplicación más adecuada. Este trabajo se enmarca en la línea de investigación del grupo de investigación de la Universidad de Alicante IncluTic (VIRGROB-321).

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