This paper presents the basis of the GENIE Learn project, a coordinated three-year research project funded by the Spanish Research Agency. The main goal of GENIE Learn is to improve Smart Learning Environments (SLEs) for Hybrid Learning (HL) support by integrating Generative Artificial Intelligence (GenAI) tools in a way that is aligned with the preferences and values of human stakeholders. This article focuses on analyzing the problems of this research context, as well as the affordances that GenAI can bring to solve these problems, but considering also the risks and challenges associated with the use of GenAI in education. The paper also details the objectives, methodology, and work plan, and expected contributions of the project in this context.

This research focuses on the critical role of urban environmental education for addressing both human well-being and climate change, especially in densely populated metropolitan regions. Recognizing the particular vulnerability of these urban zones, the study introduces educational innovations to respond to these intertwined societal and ecological challenges. By integrating advanced technologies such as sensors, IoT, and generative Artificial Intelligence with inquiry-based pedagogy, the initiative promotes broader democratic engagement. This approach results in the development of accessible technological solutions that visualize and disseminate data on key urban environmental indicators, such as tree coverage and heat islands. By merging these technologies with pedagogic activities, the study presents novel learning designs that bolster both digital and environmental competencies. A cascading model ensures that educators and academic institutions are equipped with the necessary training, tools, and designs to champion eco-conscious urban information strategies, further supported by open online learning activities for effective real-world application.

The importance of microcredentials has grown in recent years. The gap between study programs offered by Higher Education Institutions and the industry job demands gave rise to more open and bitesize modules in the shape of Open Educational Resources, MOOCs and microcredentials. This article shows two novel cases bridging this gap based on the recognition of the competences learning units. In addition, the article elaborates on how these competences were selected and what approaches are appropriate for the recognition of these competences. Therefore, we describe how learning outcomes are mapped to competences in tow disparate lifelong learning contexts. Finally, lessons learned and cues for further research are discussed.

The association between agronomy and computer engineering can facilitate a collaborative scenario between teachers and groups of students from different disciplines towards investigating smart technologies to track objects, plants, or soils. Nonetheless, the combination of these disciplines is rarely integrated in curricula. This work addresses this challenge presenting a case study in the context of Higher Education studies. Therefore, a project-based learning approach is presented in which students from both disciplines contribute to create and optimize IoT systems designed to track and monitor plants, soil, and environmental variables towards promoting environmental awareness in the future engineers. This research suggests at integrating these disciplines in a jigsaw classroom using specific sustainable development goals as a mediator. The presented methodology leads to scaffold multidisciplinary learning initiatives combining agronomic and computer sciences by engineering IoT systems.

Over the past year, the implementation of IoT systems for monitoring CO2 in learning spaces has accelerated. The urgency caused by the pandemic has motivated the creation of multiple maker communities made up of teachers, researchers, students, parents, and volunteers in general to act together on the implementation of IoT systems monitoring CO2 in learning spaces. This article explores this topic contributing in three key aspects: First, the results of a review of scientific articles presenting IoT systems to ventilate learning spaces are described. Their CO2 sensors are characterized and classified considering their main features. Second, a European project is presented that aims at promoting environmental awareness exploring the effects of plants in learning spaces measuring CO2 with IoT systems installed in smart pots. Third, the main lessons learned are summarized and suggestions for future implementations are suggested. These results imply a relevant base knowledge towards facilitating the implementation of effective IoT systems to fulfill ventilation protocols in learning spaces.

The COVID19 pandemic caught everyone unprepared. The onsite education paradigm that seemed so stable was completely shaken. Here, we present the results of a study in which 620 university students adapted to online activities with a different degree of guidance in terms of deadlines. While results show a lack of self-regulations in both iterations, results show that students spend more time on activities with tighter deadlines and more strict instructions. In addition, a not inconsiderable number of students were affected by the lack of a personal computer or an adequate workspace what raises the need to consider those students during the design of assessment activities on such adverse conditions.

The European Commission has been promoting entrepreneurship as a key competence. One of its main initiatives was “The Entrepreneurship Competence Framework” (EntreComp). It was published by the European Commission in 2016 to develop a common conceptual approach to support the development of entrepreneurial education. This paper presents the EntreCom4ALL model, as an example of adaptation of the EntreComp framework, and how its target groups are aligned with the Sustainability Development Goals (SDG) of UNESCO. The EntreCom4All model has been developed under an European project that aims to improve the accessibility of entrepreneurial education in young or female entrepreneurs and entrepreneurial teachers or trainers. The model has been implemented under an online platform that provides access to relevant Open Educational Resources (OER) on entrepreneurship. OER can be seen as basic elements of a trend towards more openness in education. These OER do not only need to be gathered and stored. It is also equally important to improve their visibility and use for the target groups that they are aimed at.

The 2030 Agenda for Sustainable Development of UNESCO establishes goals and targets in areas of critical importance for humanity. Recently, members of the eMadrid network have organized the Conference Learning with MOOCs (LWMOOCS 2018), the leading worldwide global conference, inspired by this year's theme “MOOCs for All - A Social and International Approach”. This paper analyzes the main outcomes of this conference organized around the “Quality Education”, the Sustainable Development Goal 4.

A fundamental objective of human-computer interaction research is to make systems that are seamlessly integrated into daily life activities. Hence, the challenge is not only to make information available to people at any time, at any place, and in any form, but specifically to say the right thing at the right time in the right way. On the other hand, the proliferation of sensor technology is facilitating the scaffolding and customization of smart learning environments. This manuscript presents an ecology of resources comprising NFC, BLE and Arduino technology, orchestrated in the context of a learning environment to provide smoothly integrated feedback via ambient displays. This ecology is proposed as a suitable solution for self-regulated learning, providing support for setting goals, setting aside time to learn, tracking study time and monitoring the progress. Hereby, the ecology is described and intriguing research questions are introduced.

This paper describes the research and development of tangible interactive ambient display prototypes to support learning scenarios. Therefore a prototypical system design called the Feedback Cube is presented. The prototypes combine motion sensors, visual and auditive actuators, as well as wireless communication capabilities in a cubic layout. An initial formative study underpins the prototypes' potential to facilitate interaction and/or indicate feedback. Based on the presented results possible applications scenarios in a learning context are outlined.

Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Nevertheless, finding a suitable combination of the two is not trivial since lifelong learners have to face conflicts of time and location. Hence, lifelong learners normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. On the other hand, the advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this manuscript is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, this ecology is piloted and different learning scenarios are proposed for further extension.