The theory of evolution is one of the greatest scientific achievements in the intellectual history of humankind, yet it is still contentious within certain social groups. Despite being as robust and evidence-based as any other notable scientific theory, some people show a strong reluctance to accept it. In this study, we used the Measure of Acceptance of the Theory of Evolution (MATE) and Knowledge of Evolution Exam (KEE) questionnaires with university students from four academic degree programs (Chemistry, English, History, and Biology) of ten universities from Spain to measure, respectively, acceptance and knowledge of evolutionary theory among third-year undergraduate students (n MATE = 978; n KEE = 981). Results show that acceptance of evolution is relatively high (87.2%), whereas knowledge of the theory is moderate (5.4 out of 10) although there are differences across degrees (Biolo-gy>Chemistry>History>English), and even among various universities (ranging from 4.71 to 5.81). Statistical analysis reveals that knowledge of evolutionary theory among Biology students is partially explained by the relative weight of evolutionary themes within the curriculum, suggesting that an increase in the number of hours dedicated to this topic could have a direct influence on students' knowledge of it. We also found that religion may have a significant-although relatively small-negative influence on evolutionary theory acceptance. The moderate knowledge of evolution in our undergraduate students, together with the potential

The abandonment of university studies is a problem that affects the balance and correct organization of university systems throughout the world and that has undesirable personal consequences in advanced societies. Dropping out of school has a multidimensional explanation. Among the causes, associated with each other, that originate it, the following factors stand out: psychological, social, economic, psycho-pedagogical, institutional, and didactic. Studying how all these dimensions act and relate to each other in specific cases of people who drop out of Higher Education, helps us to better understand the phenomenon and to develop prevention measures in university institutions. This text presents the results of biographical-narrative research carried out among the student population in a situation of abandonment of the universities of Andalusia that has allowed us to recover 22 stories of abandonment carried out by as many ex-students who were enrolled in any of the nine universities. Andalusians publish in any of the different university degree studies. The biographical texts have been subjected to narrative analysis to achieve personal exemplifications and characterize paradigmatic cases of relationship between the dimensions of the problem, using concept mapping to present the outcomes.