Motivation can influence the success of the teaching-learning process. The use of Information and Communication Technology (ICT) in Education is becoming more and more frequent. In fact, its presence is very engaging and may improve learning. This study is aimed at analysing the relation between university students' intrinsic motivation and their learning styles, where variables such as gender and the universities at which they study can be essential. For that purpose, the answers provided in both the IMI (Intrinsic Motivation Inventory) questionnaire and the Felder and Silverman's Learning Style Inventory by a sample of 272 students from two different universities have been taken into account. The two questionnaires were completed online, allowing access from any device with an internet connection. Once the data obtained was analysed, a high correlation among the six dimensions of the motivation questionnaire was observed. Said correlation does not apply to Felder and Silverman's test, where there is little correspondence among the eight styles in the inventory. A clear relation between two learning styles (Visual and Reflective) and intrinsic motivation is also noted. It should be highlighted that on examination of the variables corresponding to the university where student study and the latter’s gender were examined, certain differences appeared, such as the prevalence of some learning styles in male participants.

Intrinsic motivation is important and it can be divided in different dimensions. The Self-Determination Theory is based on intrinsic motivation. The test based on this theory was given to 14-year old students from three different schools: one where students used tablets in the science class during the 2015-16 school year, and two schools where students used textbooks and workbooks for the same subject in the classroom and at home. The test measured three dimensions of intrinsic motivation: interest and satisfaction in connection with the tasks they perform, how they perceive their competence to use the necessary tools to study and the value of the tasks they perform. The results show that students using tablets are more motivated in the three dimensions measured by the test than those using the textbook.

The acquisition of competences for sustainable development can be promoted in educational contexts through Visual Thinking. This study is based on the implementation of the Visual Arts in Education (VA.E) project and the development of a programme of socialization and training for teachers of schools in area 6 of the city of Mixco in Guatemala. The participant observation and research action are the core methodological tools to study four key competences, namely critical analysis, systemic analysis, collaborative work or work through projects, and commitment to society. The results were obtained from the analysis of the competences and capacities acquired during the training process, in which students and teachers participated and expressed through observable learning conducts or achievements. The proposal aims to contribute to the study of the impact of Visual Thinking as a tool for teaching-learning of students in rural schools, and of teaching practices based on the acquisition of competences for sustainable development that can be assumed by teachers in all educational levels and contexts.

Debido a la situación producida como consecuencia de la crisis del COVID-19, las clases presenciales en los centros educativos fueron suspendidas. Para poder seguir adelante con el curso, dichos centros se vieron obligados a organizarse y utilizar herramientas y recursos digitales que permitieran y favorecieran los procesos de enseñanza y aprendizaje. El objetivo de la presente investigación consiste en valorar el nivel de motivación que presentan los alumnos de Educación Secundaria sobre el uso de diferentes recursos digitales durante este período de crisis. Para ello, se diseñó y distribuyó un cuestionario online donde se preguntaba sobre los siguientes aspectos: clases, plataformas, grabación de vídeos de los profesores, exámenes y tutorías, todos ellos online. La muestra que se analiza es de 52 alumnos, 25 de 3º de Educación Secundaria y 27 de Bachillerato. Los resultados evidencian que la motivación de los alumnos sobre el uso de los recursos y herramientas mencionados es positiva, especialmente, en lo que respecta a las plataformas de gestión de contenidos, tareas y recursos empleados.

Motivation is a key element of daily life. At present, ICTs are considered to be highly motivating elements that are of great importance in all sectors of the society. The objective of this research study is to measure and assess the intrinsic motivation level of university students aiming to become Elementary School teachers regarding the use of digital platforms in their math classes. Using the Self-Determination Theory and the Intrinsic Motivation Theory, these students were given a test with 20 questions based on the Intrinsic Motivation Inventory. The results support the conclusion that all participants had a high level of intrinsic motivation, which was highest in students with no previous experience in the use of said resources. It is important to improve, through motivation, the knowledge and skills of future teachers regarding the use of ICTs to enable them to awaken their students’ interest in mathematics and facilitate their learning process.   Keywords: Intrinsic motivation, ICTs, digital platforms, math classes, school teachers.