The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

This research analyzed Physical Education students' degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students' achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed. INDEX TERMS Good teaching practices, higher education, mobile devices, mobile learning, structural equation model.

Mobile learning is an emerging teaching methodology in the university system. Every year, the International Horizon Reports highlight the trend of implementing mobile devices in the classroom. Therefore, the Spanish university system presents the current challenge of adapting these resources to improve student learning, in line with the knowledge society in which we are immersed. This requires examples of good teaching practice. The purposes of this paper were to evaluate the mobile learning (m-learning) practices implemented by university teachers and to compile experiences on good teaching practices of m-learning developed in the classroom. A mixed method was used in which the responses of 1125 professors from 59 different universities located throughout Spain were analyzed. The APMU scale developed by the authors was applied for the detection of good teaching practices of m-learning and the structured interview for the collection of concrete experiences of good teaching practices. The results showed that the largest proportion of good teaching practices were concentrated at the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University and University of Seville. Furthermore, three experiences carried out by teachers who were agents of good practice were collected. Based on this, three models of good teaching practices were generated and exemplified through the concept mapping technique. Finally, the main findings and implications of the study are discussed.

The technological development of recent decades has had an impact on the lifestyle of adults. As a result, it has been necessary for citizens to adapt and learn how to use technological resources, an essential requirement to foster employability. This requirement acquires a special nuance within Permanent Education, which mainly involves adults who would like to cover some training need. The aims of this study were to analyze the digital competence of Permanent Education teachers, and to determine the factors that have an impact on its development. Therefore, a quantitative methodology has been used, whereby a sample of Permanent Education teachers in the region of Andalusia, Spain, were asked to complete a questionnaire on digital competence (n = 140). The results confirmed the low digital competence of teachers, and how some factors such as age, kind of centre, prior training on ICT, degree, teaching experience and professional category affect the development of digital competence. The last part of the study discussed the potential explanations for the study findings and suggestions for future research.

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The environmental challenges of the twenty-first century are a consequence of the impact that human beings have on nature. Because of this, environmental attitudes are paramount in establishing effective measures regarding both biodiversity preservation and environmental pollution. Therefore, the main goal of this paper has been evaluating the environmental attitudes of future primary education teachers, considering their responsibility for teaching the new generations of citizens. A quantitative methodology has been applied to describe the reality observed. The data collection instrument used was the scale of environmental attitudes towards specific problems; this scale was applied to a sample of 307 students of the degree in Primary Education at the University of Granada. More specifically, the subscales corresponding to pollution, biodiversity, natural spaces and recycling were analysed. Results reveal a high level of environmental attitudes in future primary education teachers; moreover, there is a positive interdependence among the different subscales. Finally, it is of great importance to evaluate the environmental attitudes of future primary education teachers, given that the future of biodiversity preservation and environmental pollution are in the hands of new generations.