The Sustainable Development Goals (SDGs) constitute a working agenda for the international community with the aim of ensuring a better world for future generations. In this context, the development of competences related to SDGs is a challenge for Higher Education Institutions. Although there are several studies that address the relationship between SDGs and university teaching, the students’ knowledge about this subject has not been set out yet. In order to evaluate students’ knowledge, a questionnaire was designed, validated, and administered to students from different degrees. Statistical analysis showed a high reliability for the constructs (Smallest Cronbach’s Alfa = 0.859). The results showed interesting insights, either with descriptive analysis or inferential ones. For example, a low knowledge, in a general way, of SDGs was identified in the whole sample; significant differences between the scores obtained in professional and personal implications of SDGs were also detected and several differences arose between Health and Education students, the latter being more professionally involved with SDGs than the rest of the students.

Innovative teaching strategies are designing a new and promising landscape in education. They fill lessons with creativity and imagination for either the students or teachers. This article addresses an attempt to make the approach to science easier in a nonscientific environment: primary education at university level. Gamification methodologies were combined with a flipped classroom in order to free up in-class time and engage the students with the taught courses. A qualitative study was merged with quantitative measures of emotional and motivational parameters. These results were improved with four semistructured interviews. The results clearly showed a rise in the students' motivational levels, an acknowledgment of good teaching practices, and an evident enhancement of felt positive emotions toward science teaching and scientific issues.

There is a growing tendency to incorporate gamification activities with the aim of improving student's motivation in science, technology, engineering and mathematics (STEM) courses. One of the strategies to apply gamification in the classroom is the use of the escape room. In this work different experiences of escape room in the context of formal university education are analysed. The analysis of students' opinions shows that such activities are well received regardless of background (engineering or education) or gender. The emotions that arise from the experience are mostly positive and the students state that they have developed both specific and transversal competencies. Finally, practical considerations are proposed based on the lessons learned from the developed experiences.

El presente trabajo es un acercamiento a las motivaciones intrínsecas y extrínsecas que llevan al alumnado de Bachillerato a decantarse por una modalidad de estudios en concreto. Desde el ámbito de la Didáctica de las Ciencias Sociales resulta relevante conocer estas motivaciones, para poder diseñar estrategias didácticas que mejoren el proceso de enseñanza y aprendizaje, haciéndolo más motivador. El procedimiento seguido en el presente estudio ha consistido en analizar escritos de alumnos de todas las modalidades de Bachillerato un colegio de la provincia de Badajoz, en los que respondían a cuestiones acerca de los motivos que los habían llevado a decantarse por su modalidad de estudios. Para llevar a cabo el análisis se ha utilizado una metodología cualitativa, que nos permite poder valorar de manera suficientemente rica los factores que influyen en la motivación de las decisiones del alumnado. Los resultados apuntan a que el alumnado de la modalidad de Ciencias está más motivado extrínsecamente que el alumnado de Humanidades y Ciencias Sociales, lo que señala la necesidad de trabajar factores de motivación extrínseca en estas modalidades.

The development of transversal ethical competences is one of the aspects on which the efforts of the teaching innovation group “Ethics of University Teaching Staff” are focused. In this sense, the studies that have been carried out to date focus their interest on the results achieved among the students, being limited those that have been developed on the teacher. In an attempt to deepen this line of research, we present this work on the analysis of the motivations and professional commitment of university professors. The analysis resulting from this report will allow us to have a first approach to this vision from a different point to the one we had previously addressed in other works. In this way we can complete other investigations about this same profile carried out previously with students.