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2025
Gómez-García, M., Ruiz-Palmero, J., Boumadan-Hamed, M., & Soto-Varela, R. (2025). Instrumento sobre el uso responsable de la IA de docentes y pedagogos en formación y su relevancia en el mercado laboral. RIED-Revista Iberoamericana de Educación a Distancia , 28(2). [En prensa]
Guillén, F. D., Sánchez, E., Colomo, E., & Sánchez, E. (2025). Incident factors in the use of ChatGPT and dishonest practices as a system of academic plagiarism: the creation of a PLS-SEM model . Research and Practice in Technology Enhanced Learning , 20, 028.
Ruiz-Viruel, S., Rivas-Sánchez, E., & Ruiz-Palmero, J. (2025). The Role of Artificial Intelligence in Project-Based Learning: Teacher Perceptions and Pedagogical Implications. Education Sciences , 15(0), x. [En prensa]
Yu, X., Gutiérrez, M. Á., Soto, R., & Gómez, M. (2025). Language teachers’ perceptions and acceptance of educational robotics for classroom integration . Contemporary Educational Technology , 17(1), ep545.
2024
Granda, A. R., Alameda, A., & Mengual, S. (2024). Teachers’ perceptions on the effect of in-service training in Innovative Learning Environments on the implementation of student-centred approaches . IJERI: International Journal of Educational Research and Innovation , (22), 1–13.
Guillén, F. D., Colomo, E., Cívico, A., & Linde, T. (2024). Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence? . Technology, Knowledge and Learning , 29(1), 1–20.
Guillén, F. D., Colomo, E., Ruiz, J., & Tomczyk, Ł. (2024). Teaching digital competence in the use of YouTube and its incidental factors: Development of an instrument based on the UTAUT model from a higher order PLS-SEM approach . British Journal of Educational Technology , 55, 340–362.
Guillén, F. D., Martínez, I., Alastor, E., & Tomczyk, Ł. (2024). Digital Competences in Cybersecurity of Teachers in Training . Computers in the Schools , 41(3), 281–306.
Lozano, Ó. R., Granda, A. R., & Alameda, A. (2024). Training on Innovative Learning Environments: Identifying Teachers’ Interests . Education Sciences , 14(6), 601.
Martínez, I., & Alastor, E. (2024). Integración de la IA generativa en la asignatura “Entornos Virtuales de Enseñanza-Aprendizaje: una propuesta didáctica para el Grado en Pedagogía”. XXVII Congreso Internacional sobre Tecnología Educativa. EDUTEC 2024 . Universidad de Sevilla. Sevilla.
Cívico, A., Colomo, E., Guillén, F. D., & Rubio, M. (2024). Píldoras formativas y competencia digital: un recurso para la formación de futuros docentes . Edutec, Revista Electrónica de Tecnología Educativa , (88), 77–92.
2023
Alastor, E., Martínez, I., Fernández, E., & Sánchez, J. (2023). El aula invertida en Educación Superior como experiencia de innovación docente . UTE Teaching & Technology (Universitas Tarraconensis) , (1), 66–81.
Cebrián, V., Ruíz, F. J., & Cebrián, M. (2023). Formación de docentes en competencias digitales para la evaluación formativa mediante e-rúbricas colaborativas . Revista Latinoamericana de Tecnología Educativa – RELATEC , 22(2), 9–25.
Cebrián, V., Ruíz, F. J., Raposo, M., & Cebrián, M. (2023). Impact of Digital Contexts in the Training of University Education Students . Education Sciences , 13(9).
Colomo, E., & Cívico, A. (2023). Cultural e-snapshots as a digital resource: analysis of their influence on digital competence . IJERI: International Journal of Educational Research and Innovation , (19), 94–108.
Colomo, E., Aguilar, Á. I., Cívico, A., & Colomo, A. (2023). Percepción de futuros docentes sobre su nivel de competencia digital . Revista Electrónica Interuniversitaria de Formación del Profesorado , 26(1), 27–39.
Colomo, E., Gabarda, V., Cívico, A., & Cuevas, N. (2023). Análisis de la competencia digital de futuros profesionales de la educación en tiempos de pandemia . Educação e Pesquisa , 49, e267866.
Gómez, M., Soto, R., Boumadan, M., & Matosas, L. (2023). Can the use patterns of social networks in university students predict the utility perceived in digital educational resources? . Interactive Learning Environments , 31(3), 1279–1292.
Guillén, F. D., Ruiz, J., & Gómez, M. (2023). Digital competences in research: Creativity and entrepreneurship as essential predictors for teacher training . Journal of Computers in Education , 1–20.
Guillén, F. D., Ruiz, J., Colomo, E., & Cívico, A. (2023). Construcción de un instrumento sobre las competencias digitales del docente para utilizar YouTube como recurso didáctico: análisis de fiabilidad y validez . Revista de Educación a Distancia (RED) , 23(76), 1–23.
Guillén, F. D., Ruiz, J., & Gómez, M. G. (2023). Digital competence of teachers in the use of ICT for research work: development of an instrument from a PLS-SEM approach . Education and Information Technologies , 28, 16509–16529.
Ruiz, J., Guillén, F. D., Colomo, E., & Sánchez, E. (2023). Effectiveness of the Flipped Classroom in the Teaching of Mathematics in an Online Environment: Identification of Factors Affecting the Learning Process . Online Learning , 27(2), 304–323.
2022
Cabero, J., Guillén, F. D., Ruiz, J., & Palacios, A. (2022). Teachers’ digital competence to assist students with functional diversity: Identification of factors through logistic regression methods . British Journal of Educational Technology , 53, 41–47.
Gabarda, V., Cuevas, N., Colomo, E., & Cívico, A. (2022). Competencias Clave, Competencia Digital y formación del profesorado: Percepción de los Estudiantes de Pedagogía . Profesorado, Revista de Currículum y Formación del Profesorado , 26(2), 7–27.
Gómez, M., Soto, R., Boumadan, M., & Poyatos, C. (2022). An Analysis of the Variables Influencing the Selection of Active Methodologies . Contemporary Educational Technology , 14(4), ep389.
Guillén, F. D., & Mayorga, M. J. (2022). Measuring rural teachers’ digital competence to communicate with the educational community . Journal of New Approaches in Educational Research , 11(2), 323–341.
Guillén, F. D., Linde, T., Ramos, M., & Mayorga, M. J. (2022). Identifying predictors of digital competence of educators and their impact on online guidance . Research and Practice in Technology Enhanced Learning , 17(1), 20.
2021
Cabero, J., Guillén, F. D., Ruiz, J., & Palacios, A. (2021). Digital competence of higher education professor according to DigCompEdu. Statistical research methods with ANOVA between fields of knowledge in different age ranges . Education and Information Technologies , 26, 4691–4708.
Cebrián, M., Gallego, M. J., & Cebrián, V. (2021). Multimedia Annotations for Practical Collaborative Reasoning . Journal of New Approaches in Educational Research (NAER) , 10(2), 264–278.
Colomo, E., Cívico, A., Ruiz, J., & Sanchez, E. (2021). Problematic Use of ICTs in Trainee Teachers during COVID-19: A Sex-Based Analysis . Contemporary Educational Technology , 13(4), ep314.
Gómez, M., Boumadan, M., Soto, R., & Gutiérrez, M. Á. (2021). What are the factors that influence the use of social networks as a means to serve pedagogy? Texto Livre: Linguagem e Tecnologia , 14(1), 3.
Matosas, L., Soto, R., Gómez, M., & Boumadan, M. (2021). Quality Systems for a Responsible Management in the University . En C. R. Popescu & R. Verma (Eds.), Sustainable and Responsible Entrepreneurship and Key Drivers of Performance (pp. 102–124). IGI Global.
2020
Boumadan, M., Soto, R., Ortiz, M., & Poyatos, C. (2020). What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective? Sustainability , 12(19), 8064.
Colomo, E., Soto, R., Ruiz, J., & Gómez, M. (2020). University Students’ Perception of the Usefulness of the Flipped Classroom Methodology . Education Sciences , 10(10), 275.
Gómez, M., Boumadan, M., Poyatos, C., & Soto, R. (2020). Formación docente en línea a distancia. Un análisis de los perfiles y la opinión de los profesores . Revista Electrónica Interuniversitaria de Formación del Profesorado , 23(2), 95–111.
Gómez, M., Matosas, L., & Ruiz, J. (2020). Social Networks Use Patterns among University Youth: The Validity and Reliability of an Updated Measurement Instrument . Sustainability , 12, 3503.
Guillén, F. D., & Mayorga, M. J. (2020). Quantitative-comparative research on digital competence in students, graduates and professors of faculty education: An analysis with ANOVA . Education and Information Technologies , 25(5), 4157–4174.
Guillén, F. D., Ruiz, J., Sánchez, E., & Colomo, E. (2020). ICT resources for research: an ANOVA analysis on the digital research skills of higher Education teachers comparing the areas of knowledge within each gender . Education and Information Technologies , 25, 4575–4589.
Matosas, L., & Bernal, C. (2020). Presencia de las TIC en el diseño de un instrumento BARS para la valoración de la eficiencia del profesorado en modalidades de enseñanza online . Psychology, Society, & Education , 12(1), 43–56.
Ruiz, J., Fernández, J., Sánchez, E., & Colomo, E. (2020). The implementation of Small Private Online Courses (SPOC) as a new approach to education . International Journal of Educational Technology in Higher Education , 17, 27.
2019
