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Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms' transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students' and teachers' needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

Most countries around the world have temporarily closed educational institutions with the aim of containing the spread of the Covid-19 pandemic. How have schools overcome these challenges and delivered education during the confinement period? The purpose of this research was to analyse how primary and secondary schools in Catalonia (Spain) implemented the teaching and learning process during the lockdown, based on 48 semi-structured interviews with school principals from different types of schools, located in urban and rural environments, and from diverse socioeconomic statuses. This article shows that there is a digital divide in students and teachers, emotional accompaniment as a need for online learning, older students are more autonomous and self-regulate better their own learning process, each school used their own strategy because there was no programme prepared for emergency situations, teachers had difficulties in self-regulating their work and communication with families became essential.

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Resumen: Debido a la influencia de las tecnologías, es imprescindible la adquisición de competencias digitales y mediáticas, especialmente en el profesorado. El Flipped Classroom es uno de los modelos pedagógicos que están revolucionando el ámbito educativo. Sin embargo, aún no existen estudios respecto a la adquisición de estas competencias. Así pues, con el presente trabajo de investigación se pretende analizar la percepción y valoración de los futuros docenes que ha experimentado Flipped Classroom para conocer cuál es su efecto en la adquisición de la "Competencia Digital Docente" (CDD). Para ello, se ha llevado a cabo una metodología cualitativa basada en Estudio de Caso tomando como unidad de análisis una materia del doble grado de Educación Infantil y Primaria. Como instrumento de recogida de información se optó por entrevistas, y para análisis de los datos obtenidos el método de comparación constante de la Teoría Fundamentada (GroundedTheory). Los resultados muestran que los estudiantes de grado perciben que el modelo de Flipped Classroom influye de manera positiva en la adquisición de algunas CDD, como: interpretar información audiovisual, creación y difusión de contenidos digitales, análisis crítico de uso de las TIC, estrategias didácticas para utilizar las tecnologías en el aula, entre otras. Los aspectos más valorados en el diseño metodológico del modelo en la promoción de dichas competencias son: el material audiovisual sobre el contenido, las actividades prácticas desarrolladas, el trabajo en equipo y la ayuda directa del docente en el aula. Palabras clave: Flipped Classroom, alfabetización tecnológica, competencias docente, experiencia educativa, educación superior. Abstract: Nowadays due to the technologies influence is essential the acquisition of digital and media literacy, specifically for teachers during the teacher training period. The Flipped Classroom is one of the pedagogical models that are revolutionizing the field of education. The current research paper tries to analyse the perception of the students who used Flipped Classroom in this experience and how is their effect on the acquisition of digital and media literacy. Due to the characteristics and size of the students group we decided to use a qualitative methodology based on studies of case taking as a unit of analysis a matter of the teacher training double degree. As an instrument for collecting information we opted for Grounded Theory method directed based on questions with open answers, and for analysis of the data obtained. The results show that the Flipped Classroom model influences positively on the digital and media literacy grade as students: interpreting audiovisual information, creating and disseminating digital content, criticizing and analyzing the use of ICT, teaching strategies to use technology in the classroom, among others. The most valued aspects in the methodological design of the model in the promotion of these skills are: the audiovisual material about the content, the practical activities developed teamwork and...

En los conservatorios de música en general existe un parco uso de la tecnología educativa, con un profesorado que alega falta de tiempo y formación en este ámbito. Además, pocos son los estudios científicos dedicados a medir y estudiar la percepción de los docentes sobre su propia Competencia Digital (CD). El objetivo principal de este estudio es conocer el nivel de Competencia Digital Docente (CDD) autopercibida por los profesores de conservatorio en España. En concreto, se ha estudiado esta variable en relación a la edad, experiencia docente, comunidad autónoma, familia de instrumento y género. Se ha realizado un estudio no-experimental y transeccional mediante la aplicación de un test de autopercepción de la CDD, COMDID-A, a una muestra de 364 profesores de conservatorio del territorio español, en activo. Los resultados indican una baja evaluación de la CDD de los mismos profesores para las dos dimensiones Didáctica curricular y metodológica y Relacional ética y seguridad. Los hallazgos de este estudio dejan patente el bajo nivel de autopercepción de la CDD, esencialmente entre aquellos con más años de experiencia docente, y pueden servir como punto de partida para la implementación de programas de capacitación en TIC para los futuros profesores, así como para aumentar la calidad de uso de las herramientas tecnológicas cada vez más presentes en nuestros centros superiores de formación musical.

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