An interconnected Au nanoparticle arrangement is obtained by electrodeposition from Au(III) soluble complexes within the pore system of block-copolymer templated mesoporous titania films. The resulting Au@TiO2 nanocomposites (5 nm Au particles, 5.5 nm amorphous titania walls) have the electrochemical behavior of a gold electrode of high surface area. The attenuation of Au surface plasmon due to -OH electroadsorption and the existence of mixed localized states in these Au@TiO2 nanocomposites are observed by in situ spectroelectrochemistry.

The literature shows strong evidence of how different learning models influence learning. The kind of model used is a basic variable that can either help or hinder sustainable education. The objective of this research is to analyse how digital pedagogical models of three kinds (collaborative, social, and independent) influence the learning experience. The study is based on a design that combines triangulation, a theoretical model, quantitative methods (descriptive analysis and contrast of means), and qualitative methods (discourse analysis, following the principles of grounded theory). The importance of social and collaborative models in sustainable education is proved; both types of models promote a positive learning experience. They strengthen inter-student relationships, a feeling of belonging to a community with shared interests, and feelings of membership and cohesion. An independent model may hamper students’ perception of current knowledge and development of collaborative competences, in contrast to the more-interactive model. These results can be assessed in greater depth through future research exploring independent models’ possible potential for analysing environmental problems and their tie-in to personal decisions.

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