Abstract:The responsible management and consumption of water is a challenge that involves all segments of society. Having access to sufficient quality and quantity of water is not only a technological issue, but requires that the adopted measures and programmes take into account the dimensions of society and education. Spanish agriculture, as in other areas of the world, is a major consumer of water and more so than other sectors, including household consumption. Within the field of environmental education, this study covered the water culture and consumption of Andalusian farmers, based on their own perceptions. For this purpose, a questionnaire was created and validated, and included a sample of 1030 farmers selected with pseudorandom number sampling. An analysis of the data showed relevant results with respect to the values and notions supporting the justification for farmer behaviours, both from a cognitive-representative viewpoint and from an affective-expressive stance, as well as assertions made by the irrigators about other key sectors concerning the responsible management of water usage and water consumption. The findings of this study may assist in the design of environmental education programmes addressing this sector, which could also include other similar populations.

We live in a fast-changing society where social, economic and cultural changes clearly affect language; therefore, language should be faithfully adjusted to reality to continue fulfilling its function: communication. The problem arises when society advances faster than language research. Currently, the feminine gender only designates women, while the masculine gender has a double use: specific, referring to men, and generic, to refer to both men and women. Consequently, we are usually unaware of whether the language we use is sexist or not and of how it can influence our way of constructing realities and thoughts. Accordingly, educational institutions play a key role in the transmission of values and, since the university context is a pivotal point in the professional and personal development of students, both the content and the language used by teachers must be developed with a non-sexist language. This study aims to investigate the attitudes and opinions of professors towards the use of non-sexist language during the development of the teaching and learning process. The methodology was eminently qualitative, using an in-depth semi-structured interview as a data collection instrument. Professors from different Schools of the University of Málaga (Universidad de Málaga – UMA), specifically from the fields of knowledge ranging from Engineering and Architecture to Social and Legal Sciences, have participated in this study. To complete the study, branches of knowledge were compared from a gender perspective. The results showed some predisposition towards the use of an egalitarian or non-sexist language although most professors systematically use the generic masculine, perhaps by tradition.

The Information Society in which we find ourselves in, characterized by the widespread use of Information and Communication Technologies (ICT) in almost every area of our lives, requires new skills from people. Many studies speak of teacher training in ICT, the acquisition of these skills and the need to promote initial teacher training in this area This study analyzes the perception of digital competences among students of the Bachelor's Degree in Early Childhood Education at a university teaching classroom based courses (University of Malaga), and in another that offers online courses (International University of La Rioja). To this end, the "Questionnaire for the Study of the Digital Competence of Higher Education Students (CDAES)" was used as an instrument to assess the degree of self-perception of digital competence shown by Education university students. The questionnaire was applied to a sample of 164 students. The results show the degree of digital competence that students have -in comparative termsin aspects such as technological literacy, information research and processing, critical thinking, problem solving and decision making, communication and collaboration, digital citizenship and creativity and innovation.