Entrepreneurial skills and digital competence are two basic competences in people’s education in the 21st century. They are also transversal competences in university degrees. We carried out an analysis of European models, which suggest areas and indicators within these two competencies (entrepreneurial and digital), with the ultimate goal of elaborating an original model of digital entrepreneurship competence, which we have named EmDigital. This analysis was performed by means of a qualitative approach and the combination of documentary analysis techniques, focus-group discussion and expert judgement through the Delphi method in a sequence of four consecutive phases. The proposed EmDigital model encompasses 4 areas, 15 sub-competences and 45 indicators. This model will be useful for the design of descriptive types of tests and certification tests, as well as for the design of formative proposals both for professors and for students of higher studies. Furthermore, the model will lead to new lines of research in the area of competence-based training.

This article describes the entire process of validating the data collection instrument of the CAPPLE project. The validation of the instrument (an online survey) aims to ensure the reliability, validity, relevance and functionality of the collection process. Hence, a validation method based on three complementary procedures has been chosen: expert judgement by eight experts in three consecutive rounds; a round of cognitive interviews with 24 subjects on 10 critical items, and a pilot study with 400 invited subjects, of which 224 are considered the final sample. Following the completion of the three methods described, we get an instrument that meets the validation criteria, configured by four basic dimensions (self-perception, information management, management of the learning process and communication) and that could be considered as a very useful tool in the study of Personal Learning Environments of university students.

Educational technology evolves constantly, in line with the innovative technologies we implement, but always catering for the improvement of teaching and learning. For this, Smart Learning Environments (SLE) emerge as an optimal alternative to traditional teaching as, through ergonomics, an inclusive outlook which is bound to enhance the educational experience of every student is provided. The method utilized is based on a systematic review of the existing literature which has allowed us to analyze in depth a final sample of 19 documents after an initial review of 633, being these all the works published between 2013 and 2019. Therefore, the principal objective of the present work is carrying out an analysis of the state of the art in relation to ergonomics, inclusiveness and the SLE. The analysis of results is performed utilizing a semantic network, generated through atlas.ti. v.8, by means of which 3 categories, 10 codes and 33 quotes are extracted. Namely, the results reveal the emerging nature of the thematic line researched and how ergonomics is linked to inclusiveness and stands out as one of the most defining components when designing an educational proposal based on SLE.

This paper is basic research focused on the analysis of scientific advances related to Smart Learning Environments (SLE). Our main objective is to single out the common aspects to propose a new definition which will constitute the starting point to design an innovative model which we can apply to the analysis of real cases and good practices. For this, we have proposed a qualitative methodology that has been implemented in two phases: on the one hand, a documentary analysis of the existing definitions for SLE using the NVIVO program (frequency of words, coding and cross-references) and, on the other, an expert judgement by means of the Delphi method in order to validate the proposed model. The main results are reflected in the coalescence of a new definition of SLE and the proposal of the model entitled SLE-5. With the present research, we have been able to provide a model, defined in five dimensions and other key elements in SLE such as ergonomics and learning analytics, which transcends the technological-pedagogical gap of the SLE and offers a framework for the design and analysis of didactic proposals based on this model.