To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.

Technological resources have the potential to improve the quality of life in a context in which social pressure for the use of these tools is increasing. In this sense, the adoption of technological resources by the elderly is a highly complex issue because numerous and varied factors are involved. Precisely for this reason, this study aims to analyze the effects that exist between a series of dimensions related to the perception of older people regarding the ease of use, the perceived usefulness of technological tools, attitudes towards technology and their intention to use them in everyday life. To do this, 415 adults (M = 66.27 years) enrolled in a program at the University of Experience in the Spanish context completed an online questionnaire. The application of a Structural Equations Model for data analysis highlights that the perceived ease of use of the technology has a positive effect on the perceived usefulness of these resources. Similarly, an indirect effect of the perceived usefulness of technology on the intention to use these resources is observed through the manifestation of positive attitudes towards the use of digital tools.

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Las emociones son necesarias en nuestra vida, son las que nos proporcionan información de nuestro estado y aspectos relacionados con nosotros mismos y nuestro entorno. En las últimas décadas, ha cobrado gran importancia el desarrollo de las competencias socioemocionales desde los primeros años de vida, alzándose como un claro indicador de su contribución al desarrollo integral del individuo, capacitándolo para desenvolverse en la sociedad actual. El objetivo de este estudio es conocer y analizar la competencia emocional y social del alumnado en educación infantil y los primeros cursos de educación primaria desde la percepción de sus familias. Para ello, se implementó una metodología de corte descriptivo-transversal a través de la cumplimentación de un cuestionario específico por parte de 54 familias del alumnado objetivo. En términos generales, los resultados obtenidos muestran que el alumnado participante en este estudio tiene adquirido un buen nivel de desarrollo socioemocional ajustado a su edad. A estos efectos, se evidencia que la relevancia otorgada al desarrollo de las competencias socioemocionales, tanto en el contexto escolar como familiar, contribuye a alcanzar un buen desarrollo de las mismas en el alumnado de estas etapas.

Currently, the low number of candidates and the complex formation of the teams are great problems in the occupation of the school leadership position. This qualitative study aims to identify the main difficulties experienced from the perspective of the candidates. Based on the data obtained in various interviews, it should be noted how the headteacher selection process is influenced by different variables, both contextual and personal. The variables that condition this process include complexity of the decision to be a candidate or accept the appointment and the difficulty of forming and a team, among others.