Innovative Training Sustainability in an Uncertain Information and Knowledge Society

Dear Colleagues,

The advancement of society in technological matters has had a positive impact on the actions of education professionals, and new ways and means to carry out the teaching and learning process have proliferated in recent years. All these new ways and means, however, are dependent on the digital competence of the teaching staff, and even though there are many tools to teach through strictly online teaching, flipped learning or even simple face-to-face today, representing recent progress in educational technopedagogy, many teachers do not have the right qualifications and/or knowledge to develop an innovative instructional process. On the other hand, contemporary social and health conditions, with the rapid spread of COVID-19, have forced many teachers to adopt new training methodologies from a digital perspective. The new learning environments generated by this pandemic can affect the quality of training as well as lead to increased stress and frustration due to an uncontrolled teaching performance and uncertain situation. Thus, with this Special Issue, we encourage the scientific community to send research papers related to new ways of teaching and learning in digital environments, use of educational platforms for teacher monitoring, results of innovative experiences on ubiquitous teaching methods, use of social networks for interaction between educational agents, and empirical studies on the analysis of psychological factors, such as stress, anxiety, and frustration of teachers in the face of new educational practices caused by measures to preserve the public’s health.

Dr. Juan Antonio López Núñez
Prof. Dr. Jesús López-Belmonte
Dr. Arturo Fuentes Cabrera
Mr. Santiago Pozo-Sánchez
Guest Editors

References

1. López Belmonte, J., Fuentes Cabrera, A., López Núñez, J. A., & Pozo Sánchez, S. (2019). Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education. Mathematics, 7(12), 1226. DOI: 10.3390/math7121226
2. Hinojo-Lucena, F. J., Aznar-Díaz, I., Cáceres-Reche, M. P., Trujillo-Torres, J. M., & Romero-Rodríguez, J. M. (2019). Factors Influencing the Development of Digital Competence in Teachers: Analysis of the Teaching Staff of Permanent Education Centres. IEEE Access, 7, 178744-178752. DOI: 10.1109/ACCESS.2019.2957438
3. Moreno-Guerrero, A. J., Rodríguez-Jiménez, C., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training. Sustainability, 12(6), 2558. DOI: 10.3390/su12062558
4. Sola Martínez, T., Aznar Díaz, I., Romero Rodríguez, J. M., & Rodríguez-García, A. M. (2019). Eficacia del método flipped classroom en la universidad: Meta-análisis de la producción científica de impacto. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 17(1), 25-38. DOI: 10.15366/reice2019.17.1.002
5. Cabero-Almenara, J., Barroso-Osuna, J., Palacios-Rodríguez, A., & Llorente-Cejudo, C. (2020). Marcos de Competencias Digitales para docentes universitarios: su evaluación a través del coeficiente competencia experta. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(2), 1-18. DOI: 10.6018/reifop.413601
6. Ruiz-Palmero, J., Colomo-Magaña, E., Ríos-Ariza, J. M., & Gómez-García, M. (2020). Big Data in Education: Perception of Training Advisors on Its Use in the Educational System. Social Sciences, 9(4), 53. DOI: 10.3390/socsci9040053
7. Parra-González, M. E., López Belmonte, J., Segura-Robles, A., & Fuentes Cabrera, A. (2020). Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability, 12(2), 602. DOI: 10.3390/su12020602
   

Prof. Jesús López Belmonte
Guest Editor

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• information and communication technologies
• digital learning environments
• ubiquitous training methods
• digital competence of teachers
• teacher training
• quality training
• stress, anxiety, frustration