ABSTRACT
Since the Sorbonne declaration in 1998, much has been published about the implementation of the European Higher Education Area, which, among other things, proposes the creation of a system of European credits that measure the student's workload. This places the core of the process in the student's learning rather than in the teacher's teaching. Numerous changes have been taking place, but the culture of teaching innovation does not seem to have penetrated sufficiently (Paricio et al., 2019). On the other hand, the COVID-19 pandemic has accelerated the digital transformation of the university (Martín-Barbero, 2020). However, the use of technologies does not necessarily entail a pedagogical change (Bhagat & Spector, 2017), for which it seems necessary to deepen teaching innovation processes supported by technology © Article's contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article's contents, provided the author's and JOTSE journal's names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by -nc /4.0/
ABSTRACT
We present the first number of the year in JOTSE. As usual, in this first number we present ours editorial with an analysis of our Journal evolution. In this sense, we reflect on the changes just undergone in 2021 with an international pandemic "covid-19" and the challenges to be faced in the New Year 2022. © 2022,Journal of Technology and Science Education.All rights reserved