This paper is in response, from an international perspective, to the manuscript entitled “Improving teacher professional development for online and blended learning: a systematic meta-aggregative review” (Philipsen, B., Tondeur, J., Pareja Roblin, N. et al . 2019). The impact of the manuscript has been reinforced by the claims of international organisations like UNESCO and ILO, as far as they highlight that Teacher Professional Development (TPD) for Online and Blended Learning are a priority in the present scenario. The findings can be clearly applied to guide appropriated TPD for the recovery as well as for a resilient education system. Nevertheless, the research was conducted in a West-European context where most learners use computers on an everyday basis, while half the world’s students do not have access to a household computer, and this has determined the emergency response to the pandemic. Dreesen et al. ( 2020 ) reported that most of the countries have adopted a remote education based on some combination of digital platforms, television, radio, take-home packages, home visits, text messaging and phone calls. It would be very interesting to incorporate these recent discoveries in the use of frugal technologies and elucidate if new components should be aggregated for TPD strategies from an international perspective. As far as the authors adopted the approach of a systematic meta-aggregative review, new data supported by unequivocal or credible evidence can be conveniently incorporated without reinterpreting the original findings.

The aim of this research was to analyze the rich, complex, interrelated relationship that could possibly be established between the Teaching for Understanding framework, pedagogical proposal belonging to Project Zero (Education research team of Harvard University, Boston, MA, US), and the European Competency Framework. Through an in-depth analysis of the constituent features that define and explain both proposals, and questions answered both by teachers with ample classroom experience and experts on the field, it shows that these are two complementary educational perspectives that share a similar vocation and that contribute to improving the teaching-learning process in Higher Education, specifically in the context of initial Teacher Training. Likewise, it analyzes the different factors to take into account when implementing them, particularly in the context of Higher Education; factors that make them complex proposals but also of very high educational value and with the potential to enrich the teaching-learning process, no matter the context.

La integración de nuevos escenarios de aprendizaje basado en juego, como el caso de los escape rooms digitales, pueden mejorar los procesos cognitivos, la motivación, el plano emocional y el ámbito social.  En este estudio se ha desarrollado un modelo para investigar la influencia de los factores motivacionales en la intención de utilizar los escapes room en educación superior y su influencia sobre el aprendizaje colaborativo. 238 estudiantes de los Grados de Educación Infantil, Primaria y Social participaron en la experiencia. Se utilizó un diseño de investigación ex post facto basado en el método de encuesta y se realizaron análisis descriptivos, correlacionales y de regresión. Los resultados señalan que el disfrute y la utilidad percibida son los factores que más se relacionan con que el escape room se perciba como facilitador del trabajo y aprendizaje colaborativo. Sin embargo, la facilidad de uso del escape no es una variable que influye en el trabajo en equipo, ni en el grado de aceptación del escape. Se concluye que el placer y el disfrute que produce el escape room digital aumenta la intención de uso y con ello el compromiso para trabajar y aprender en grupo.

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