Gamification is an active methodology of great value that, in a quality educational environment, provides students with the necessary motivation to participate in their teaching-learning process. An emerging active methodology, which is based on the use of information and communication technologies (ICT) and requires an educational space that guarantees greater flexibility in the pedagogical dynamics in favor of academic achievement. This increase in interest in active methodologies, and specifically in gamification, has raised doubts about whether current educational spaces are prepared to host a renewal in methodology or if, on the contrary, they could undermine the attitude of change. For this reason, this research seeks to analyze whether current educational spaces are facilitating elements for the incorporation of gamification in the classroom. The methodological cut of the research is quantitative, specifically in two phases. On the one hand, a descriptive analysis of the results is carried out, obtaining information on the trend of each item. On the other hand, an inferential analysis is carried out around different variables to verify their possible influence on the evaluations of the participants. The results obtained, in the sample made up of 210 teachers distributed in the different centers and who carry out their educational activity from 3rd to 6th grade of primary school, indicate that teachers believe it is relevant to take into account the educational space when incorporating active methodologies in class.

Alfalfa is considered the most used forage crop in the world, its main use is for cattle feeding, due to its high nutritional value, specifically in protein and digestible fiber. Currently, the trend in agriculture is to reduce the application of chemicals and among them are fertilizers that pollute soil and water, so the adoption of new technologies and other not so new is becoming a good habit among farmers. Nanotechnology in the plant system allows the development of new fertilizers to improve agricultural productivity and the release of mineral nutrients in nanoforms, which has a wide variety of benefits, including the timing and direct release of nutrients, as well as synchronizing or specifying the environmental response. Biofertilizers are important components of integrated nutrient management and play a key role in soil productivity and sustainability. While protecting the environment, they are a cost-effective, environmentally friendly and renewable source of plant nutrients to supplement chemical fertilizers in the sustainable agricultural system. Nanotechnology and biofertilization allow in a practical way the reduction in the application of chemicals, contributing to the sustainability of agriculture, so this work aims to review the relevant results on biofertilization, the use of nanotechnology and the evaluation of the nutritional composition of alfalfa when grown with the application of biofertilizers.

This paper explores how compassion can be defined as a transformative moral technology through analysis of Martha Nussbaum’s idea. Nussbaum contends that compassion goes beyond just feeling pain for others’ suffering; it also involves acknowledging the severity of suffering, understanding that it is not solely the victim’s fault, and recognizing the suffering individual as one of our most important goals and projects. Through a literature review that considers reductive explanations, we establish that compassion encompasses cognitive, affective, and conative capacities that are crucial for moral reasoning, knowledge, and judgment, all stemming from the experience of human suffering. These capacities of cognition, affection, and conation are supported by the system of reasoning and moral perspective known as techne, episteme, and oikeiosis as systems of reasoning and morality perspective. We argue that compassion is more than just an emotion or feeling, it is catalyst for moral action, as its essence lies in “suffering with; suffering together.”

This research quantitatively examines how technology-mediated formative assessment techniques affect student learning outcomes in middle school education. The research investigates the correlation between instructors’ technology use, attitudes, and student performance in several academic disciplines using surveys and evaluations conducted with teachers and students. Results show strong positive connections between how often technology is used, the specific digital tools used, how effective technology-mediated formative assessment is judged to be, and the results of student learning. On the other hand, obstacles to implementation were shown to have a negative relationship with student accomplishment. The research emphasizes that technology-mediated formative assessment is more successful in some subjects, emphasizing the necessity to customize teaching methods for each subject’s requirements. The study revealed a positive correlation between student learning outcomes and the frequency of technology use, the types of digital tools used, and the perceived effectiveness of technology-mediated formative assessment. These results suggest ways to improve the use of technology and formative assessment in middle school instruction.

Iran has one of the oldest civilizations in the world, and many elements of today’s urban planning and design have their origins in the country. However, mass country-city migration from the 1960s onwards brought enormous challenges for the country’s main cities in the provision of adequate housing and associated services, resulting in a range of sub-standard housing solutions, particularly in Tehran, the capital city. At the same time, and notably in the past decade, Iran’s main cities have had significant involvement in the smart city movement. The Smart Tehran Program is currently underway, attempting to transition the capital towards a smart city by 2025. This study adopts a qualitative, inductive approach based on secondary sources and interview evidence to explore the current housing problems in Tehran and their relationship with the Smart Tehran Program. It explores how housing has evolved in Tehran and identifies key aspects of the current provision, and then assesses the main components of the Smart Tehran Program and their potential contribution to remedying the housing problems in the city. The article concludes that although housing related issues are at least being raised via the new smart city technology infrastructure, any meaningful change in housing provision is hampered by the over centralized and bureaucratic political system, an out of date planning process, lack of integration of planning and housing initiatives, and the limited scope for real citizen participation.