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Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability

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  • Santiago Alonso-García

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Inmaculada Aznar-Díaz

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • María-Pilar Cáceres-Reche

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Juan-Manuel Trujillo-Torres

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • José-María Romero-Rodríguez

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

Abstract

Good teaching practices are developed in order to improve student learning. With technological and social development, educational practices increasingly demand the use of technology, so having good teaching practices with Information and Communication Technologies (ICT) is essential. At the same time, the Sustainable Development Agenda of the United Nations for the year 2030 is setting the principles of sustainable action for today’s society. In this context, the following objectives were proposed: to identify the good teaching practices with ICT that are being developed in Spanish higher education and to establish the relationship between good teaching practices with ICT and the Sustainable Development Goals (SDG). For this purpose, the method of systematic review of the literature based on the PRISMA protocol was used. A total of 27 documents published in the period 2008–2019 on good teaching practices with ICT in Spanish higher education were analyzed. Among the results, the emerging trend of good practices with ICT, the use of a Virtual Learning Environment (VLE) as the main technology in good practices, and the majority of good practices in the development of SDG #4 (Quality Education) are highlighted. Finally, it is a challenge for teachers to include all these aspects in their classroom teaching.

Suggested Citation

  • Santiago Alonso-García & Inmaculada Aznar-Díaz & María-Pilar Cáceres-Reche & Juan-Manuel Trujillo-Torres & José-María Romero-Rodríguez, 2019. "Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability," Sustainability, MDPI, vol. 11(24), pages 1-15, December.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:24:p:7150-:d:297688
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    References listed on IDEAS

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    1. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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    Cited by:

    1. Melchor Gómez-García & Hossein Hossein-Mohand & Juan Manuel Trujillo-Torres & Hassan Hossein-Mohand, 2020. "The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers," Mathematics, MDPI, vol. 8(10), pages 1-19, September.
    2. José Carlos Vázquez-Parra & Marco Cruz-Sandoval & Martina Carlos-Arroyo, 2022. "Social Entrepreneurship and Complex Thinking: A Bibliometric Study," Sustainability, MDPI, vol. 14(20), pages 1-17, October.
    3. Jesús Maya & Jesús Maraver, 2020. "Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting," IJERPH, MDPI, vol. 17(11), pages 1-17, June.
    4. Emilio Crisol Moya & Tiziana Molonia & María Jesús Caurcel Cara, 2020. "Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context," Sustainability, MDPI, vol. 12(13), pages 1-17, July.
    5. Maria T. Sanz & Emilia López-Iñesta & Daniel Garcia-Costa & Francisco Grimaldo, 2020. "Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics," Mathematics, MDPI, vol. 8(9), pages 1-13, September.
    6. José-María Romero-Rodríguez & Inmaculada Aznar-Díaz & Francisco-Javier Hinojo-Lucena & María-Pilar Cáceres-Reche, 2020. "Models of good teaching practices for mobile learning in higher education," Palgrave Communications, Palgrave Macmillan, vol. 6(1), pages 1-7, December.
    7. Patricia Bachiller & Guillermo Badía, 2020. "The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course," Sustainability, MDPI, vol. 12(23), pages 1-11, November.
    8. Lavinia Dovleac & Ioana Bianca Chițu & Eliza Nichifor & Gabriel Brătucu, 2023. "Shaping the Inclusivity in the New Society by Enhancing the Digitainability of Sustainable Development Goals with Education," Sustainability, MDPI, vol. 15(4), pages 1-14, February.
    9. Aldo Alvarez-Risco & Shyla Del-Aguila-Arcentales & Marc A. Rosen & Verónica García-Ibarra & Sandra Maycotte-Felkel & Gabriel Mauricio Martínez-Toro, 2021. "Expectations and Interests of University Students in COVID-19 Times about Sustainable Development Goals: Evidence from Colombia, Ecuador, Mexico, and Peru," Sustainability, MDPI, vol. 13(6), pages 1-19, March.
    10. Guillermo Rodríguez-Abitia & Sandra Martínez-Pérez & Maria Soledad Ramirez-Montoya & Edgar Lopez-Caudana, 2020. "Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain," Sustainability, MDPI, vol. 12(21), pages 1-14, October.
    11. Marlen Gabriele Arnold & Alina Vogel & Martin Ulber, 2021. "Digitalizing Higher Education in Light of Sustainability and Rebound Effects—Surveys in Times of the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(22), pages 1-29, November.
    12. Sungjin Park & Sangkyun Kim, 2021. "Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning," Sustainability, MDPI, vol. 13(8), pages 1-12, April.
    13. Manuel Muñoz-Suárez & Natividad Guadalajara & José M. Osca, 2020. "A Comparative Analysis between Global University Rankings and Environmental Sustainability of Universities," Sustainability, MDPI, vol. 12(14), pages 1-19, July.
    14. Erika González García & Ernesto Colomo Magaña & Andrea Cívico Ariza, 2020. "Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach," Sustainability, MDPI, vol. 12(15), pages 1-18, July.
    15. Paz Fernández & Matías Ceacero-Moreno, 2021. "Urban Sustainability and Natural Hazards Management; Designs Using Simulations," Sustainability, MDPI, vol. 13(2), pages 1-26, January.
    16. Pera Bożena & Hajdukiewicz Agnieszka & Hodak Danijela Ferjanić, 2022. "Digital Competencies among Higher Education Professors and High-School Teachers: Does Teaching Experience matter?," Business Systems Research, Sciendo, vol. 13(2), pages 72-95, December.
    17. Antonio-José Moreno-Guerrero & Carmen Rodríguez-Jiménez & Gerardo Gómez-García & Magdalena Ramos Navas-Parejo, 2020. "Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training," Sustainability, MDPI, vol. 12(6), pages 1-14, March.
    18. Wajeeh Daher & Juhaina Awawdeh Shahbari, 2020. "Secondary Students’ Identities in the Virtual Classroom," Sustainability, MDPI, vol. 12(11), pages 1-13, May.
    19. Antonio-José Moreno-Guerrero & Inmaculada Aznar-Díaz & Pilar Cáceres-Reche & Santiago Alonso-García, 2020. "E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School," Mathematics, MDPI, vol. 8(5), pages 1-16, May.
    20. José Juan Carrión-Martínez & Antonio Luque-de la Rosa & José Fernández-Cerero & Marta Montenegro-Rueda, 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review," Sustainability, MDPI, vol. 12(8), pages 1-12, April.
    21. Fabiano Scriptore de Carvalho & Luiz Alberto Pilatti & Hilda Alberton de Carvalho & Isaura Alberton de Lima, 2023. "Information and Communication Technology in Brazilian Public Schools: A Sustainable Legacy of the Pandemic?," Sustainability, MDPI, vol. 15(8), pages 1-14, April.

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