Gamification is presented as an innovative strategy to traditional teaching in higher education. In this sense, the aim of this study is to review the scientific literature in order to analyse the implementation of gamification in higher education. The impact of gamified teaching on the learning of university students was identified through the analysis of eighteen articles published in four databases (Web of Science, Scopus, Google Scholar, and Dialnet). It is evident that gamification is a novel topic in higher education, providing numerous benefits in the learning of university students, but it is still a little-explored area, being scarce in its application in some branches of knowledge. It is recommended to continue researching and generating experiences on its application in higher education in order to know its real effects on the teaching–learning process of university students.

The diversity of topics in education makes it difficult for artificial intelligence (AI) to address them all in depth. Therefore, guiding to focus efforts on specific issues is essential. The analysis of competency development by fostering collaboration should be one of them because competencies are the way to validate that the educational exercise has been successful and because collaboration has proven to be one of the most effective strategies to improve performance outcomes. This systematic review analyzes the relationship between AI, competency development, and collaborative learning (CL). PRISMA methodology is used with data from the SCOPUS database. A total of 1,233 articles were found, and 30 passed the inclusion and exclusion criteria. The analysis of the selected articles identified three categories that deserve attention: the objects of study, the way of analyzing the results, and the types of AI that could be used. In this way, it has been possible to determine the relationship offered by the studies between skill development and CL and ideas about AI’s contributions to this field. Overall, however, the data from this systematic review suggest that, although AI has great potential to improve education, it should be approached with caution. More research is needed to fully understand its impact and how best to apply this technology in the classroom, minimizing its drawbacks, which may be relevant, and making truly effective and productive use of it.

Nowadays, online or distance learning postgraduate schools program the academic period in different sequentially developed modules. This article assesses the impact of the programming of short-term university courses (30-60 days) on the frequency and quality of interaction when communication takes place through mobile technologies. Frequency corresponded to the messages generated by actors in learning environments, and quality was quantified using a scale of interaction levels operated by assessing the content of the messages issued by the actors. Results revealed that there is no correlation between interaction and academic performance in short-term courses. Additionally, a downward trend was observed in the number of individuals involved and in the frequency and quality of interaction throughout the course.

The COVID-19 pandemic changed the way education was conducted, not only at the time when the face-to-face model was replaced by virtuality but also in the period of return to normality because the digital skills of teachers are not the same as before. Digital competency frameworks allow for assessment and comparisons between individuals and over time, so they can be used to understand the transformation that may have occurred in teachers’ digital competencies following the pandemic. This systematic literature review analyzes the competency frameworks that have been used in Ibero-America up to the year 2022, with the purpose of defining a concept foundation as an input on which to build a tool to assess digital competencies. The review was done following the pathway proposed by the PRISMA methodology between 2018 and 2022. Results show that there is no consensus or unification of the frameworks, and that there are five purposes in the research being conducted on digital competencies with publications concentrated on two of them. Interest on digital competence frameworks increased substantially in 2020.

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