The main objective of this study is to present a teaching–learning experience carried out before the appearance of the COVID-19 pandemic and to analyze its usefulness in times of social and academic restrictions, as well as its fit into an online teaching format. In recent years, much research has been done on the development and application of new teaching methodologies, but the current health emergency situation means that it is necessary to assess how these methodologies are useful in a context of social distancing. Managing teaching–learning processes following the closure of educational centers due to the pandemic caused by COVID-19 presents a significant challenge, not just in Business Management, but across all subjects. In the context of a pandemic, active methodologies take on greater importance as a way of adapting to new, socially distanced educational needs. This article presents a study carried out among students of Business Management at the University of the Basque Country (Spain). The study focuses on the context of the flipped classroom methodology, with students being asked to rate the effectiveness of this methodology, before and after the pandemic. Following the appearance of the pandemic, opinions have been strengthened in favor of the inverted classroom methodology, which is shown to be a powerful methodological alternative compatible with online teaching. Educational authorities must strengthen the technological tools as well as the teacher skills needed to develop capacities related to the rapid response to current and future teaching challenges.

This paper presents the process of elaboration of a system of indicators designed for and by the social entrepreneurs of the Koopfabrika program in the territory of Gipuzkoa (Basque Country) and the results obtained. This tool, developed through Participatory Action Research methodologies, aims to facilitate the establishment of objectives, criteria and measurement indicators so as to enable new social enterpreneurs in the territory to move towards more transformative forms of social economy. The theoretical approach of this study is mainly framed within the field of Social and Solidarity Economy, more specifically within the Behavioral Theories developed by Dennis Young which gave rise to the concept of social entrepreneurship. The paper aims to provide new knowledge and new perspectives on the motivational logics of social entrepreneurs.

This paper sets out to analyse organisations in the Social and Solidarity Economy (SSE), working in the field of energy provision, and their contribution to the so-called energy transition from the perspective of social innovation. By showing the practical application of the concept of social innovation and its convergence and synergies with the SSE, we review the extent to which Basque Renewable Energy SSE alternatives are experiences that incorporate socially innovative elements. In addition, we study three cases through these approaches in order to observe the real and potential benefits that experiences based on social innovation can bring to energy transition. This research uses an exploratory research design. Based on primary and secondary data sources, we analyse the main characteristics of social innovation (governance, co-production and co-construction, and plural economy) of these organisations. The main contribution of our research is to analyse the means by which certain initiatives are implemented through projects framed using the most prominent theoretical models focused on energy transition, social innovation and a social and solidarity-based economy, all aimed at achieving a low-carbon society.The study concludes that the energy generation and/or commercialization entities analysed in the Basque Country (Spain) demonstrate the characteristics necessary to be considered as social innovation: collaborative governance models; co-production and co-construction of a wider distributed, less centralized energy model with a closer connection to citizens; a plural economy, and hybridization of resources of diverse origin. These experiences, based on SSE and social innovation, make a relevant contribution to a more just and democratic energy transition on a local scale.

Aitziber Etxezarreta-Etxarri a (https://orcid.org/0000-0002-4239-092X) Julen Izagirre-Olaizola b* (

This work gathers an experience carried out during the academic years 2018-2019 and 2019-2020 in the Degree in Business Administration and Management in the Faculty of Economics and Business of the University of the Basque Country/Euskal Herriko Unibertsitatea (Gipuzkoa section). The main objective of the essay is to reinforce the involvement of students in the learning process and, secondly, to collect their perception of active methodologies for teaching-learning and thus be able to improve their application. To this end, we have used resources that employ the students' mobile phones, specifically the Socrative tool, to respond to online questionnaires, with the aim of reinforcing the motivation and participation of the students, and in the general context of the inverted classroom methodology.