EDITORIAL: TRAINING IN TEACHING INNOVATION. ENGINEERING 2030

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