This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today.

The participation of diverse demographics in higher education has risen over the last half-century; meanwhile, different political and social tiers have been assigning a more active role to institutions in terms of equality and social justice. This change in circumstances has led to the roll out of processes to institutionalise diversity outreach. This study was conducted for the clear purpose of assessing the current institutionalisation status of diversity outreach in 127 key universities from the Academic Ranking of World Universities based on the opinions of diversity outreach managers and the information published on institutional websites, in turn measuring compliance with various indicators. A qualitative analysis of the institutional statements, the goals sought through strategic plans and the definitions of diversity itself was also conducted. The evidence reveals the early stage of the institutionalisation process in universities on account of the low percentage obtained for the proposed indicators. Furthermore, the study failed to exhibit significant differences in this process in terms of the institutional ownership or position held in the ranking; however, more prominent progress was noted in the North-American region when geographical differences were taken into account, likely as a result of the historical background in the advocacy for equal opportunities. Lastly, a change of approach to the conceptualisation of diversity is suggested in favour of equality and social justice.

In order to link learning and the brain, it is necessary to carry out a restructuring of pedagogical practice so that it can be linked to the contributions of Neurosciences. In this sense, Neuro-education is emerging as a new science that has as its main objective the synergy of Pedagogy, Cognitive Psychology and Neuroscience, and with this, being able to bring the different educational agents the necessary resources in terms of the brain and learning binomial This article focuses on the importance of education in values, and the acquisition of prosocial behavior and how this educational field can be developed from the use of information and communication technologies (ICT). The challenge before us is to build the map of values, which make the individual a fulfilled being and, in turn, a collaborator of the social environment. On the other hand, ICTs offer enormous potential in terms of their application in the field of education. In this article we will show the role that this type of tools can play in the learning and assimilation of values, bearing in mind the contributions of neuro-education.

One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research.

Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice.