The regulatory framework established by the new European Directive on Building Energy Efficiency requires the implementation of measures to reduce energy consumption and increase the use of renewable sources. Therefore, efficiency improvement implies a reduction of energy demand in buildings, combined with improved performance of passive systems that provide smarter energy saving solutions. These actions have the potential to improve the benchmark of the entire performance, particularly when prioritizing renewable energy sources. At the regional scale, it is necessary to consider environmental conditions during the initial building design to develop smarter buildings with smaller carbon emissions. To address this issue, some Sustainable Building Strategies are proposed on regional scale, methodologically applied to Valencian Community (Spain). This methodology is the outcome of considering local and regional environmental conditions with comfort climograms, allowing designers to recommend passive strategies for correcting thermal discomfort inside buildings. The recommendation process depends on the detailed analysis of the local conditions of each site, i.e. sunlight exposure, radiation values, wind patterns, existence of obstacles, etc. In summary, the here described methodology allows designers to select the best strategies according to the climatic and geographical conditions of each location, thus, helping them to plan smarter buildings.

The potential offered by technologies is a reality that must be addressed and used in the Higher Education environments. Professors must be able to integrate technologies into their sessions and facilitate the work of the skill acquisition. The main objectives of this work are: i) to take advantage of the Lessons tool (PoliformaT) to evaluate the acquisition of transversal competences and, ii) to compare if the use of flip teaching improves its acquisition. In the subject of "Geology, Soil science and Climatology" (Degrees in Agri-Food Engineering and Forestry Engineering), an experience was developed during two academic courses in a population of 169 students on average each year. Through Lessons, a template was designed for the student to work, sequentially and based on their knowledge, a specific activity of soil science. In the activity, the student had to face a practical assumption with 4 options to consider as a response. According to its response the specific skills and critical thinking skill would be evaluated. The first year the students had to carry out the activity autonomously in PoliformaT, but in the second year, flip teaching was applied in the same activity. In that occasion; students had to watch online material and subsequently work on the specific concepts in class. Finally, they had to solve independently the practical case in Lessons, where they were evaluated and feedback was provided. The combination of "skill assessment and flip teaching" promoted that in the second year, 66% of the students acquired an adequate level of critical thinking skill. However, although the first year, 65% of the students also acquired it, it has been detected that in the second year there was an increase of 7% of students that passed from good to excellent acquisition level.

Currently, Spanish Universities are involved in the implementation of the Sustainable Development Goals promulgated by the United Nations as part of the 2030 Agenda. In these Institutions, the implementation of these goals should not be limited to the institution itself, but as citizens' educators, a global and inclusive approach must be transmitted. The innovation project "Integration of the SDGs in the CT UPV through gamification strategies" developed by the UPV GRIPAU teaching innovation group proposes the integration of the development of the SDGs in the teaching of subjects through the activities carried out by the CT UPV. The project involves 7 subjects from different UPV degrees. This work shows the experiences in each subject as a case study. In each case, the specific activities developed to integrate TC work with the SDGs are described. The results obtained indicate that the activities carried out improve the proprioception of the students in the SDGs

This paper describes the work performed in the last year within the Teaching Innovation Project "Development of generic skills to promote student excellence" by the team of Innovation and Educational Quality (EICE) GRIPAU at the Universitat Politècnica de València (UPV). GRIPAU is a multidisciplinary team of teachers focused on promoting innovation and improving the quality of learning in Higher Education. In this paper GRIPAU has implemented a teaching methodology that facilitates

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