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Extensive and profound political, economic, social and technological changes have taken place over the last forty years, mediated by neoconservative movements and the apparently unstoppable development of digital technology. At the same time, however, fundamental issues such as asymmetric power relations, inequality, poverty and exclusion have not only remained unchanged but are becoming more pronounced, producing, in some respects, movements and trends of reactionary change. From this perspective, in this article we begin by discussing the meaning of changes in the university field, based on contributions from different authors interested in the subject. We continue to analyze the problem considering the effects of the transformations produced by digital technologies on the lives and professional experience of university teachers and researchers. The evidence provided by this research project allows us to situate the impact of the unprecedented proliferation of information and the use of digital resources on the notion of knowledge and on teaching and learning methods, as well as to envisage the challenges to face by university. The text concludes considering some of the current university challenges and perspectives, based on various international studies and proposals. Our conclusions invite the reader to necessarily question the sense and the role of digital technology, not only in the seemingly inevitable transformation of university, but also in that of society.

This paper deals with students and teachers’ resistance to the challenges brought about the new teaching and learning methodologies to be implemented in the European Higher Education Space. Our analysis focuses in learning and control zones. We recount and analyze the challenges, dilemmas and progress on this objective, in the context of work carried out by the teaching innovation group Indaga-t, highlighting how the new roles of teachers and students are being setting up.

This paper addresses a fundamental issue in the studies carried out from a constructionist and narrative perspective: the relationship between researchers and researched. Our contribution is based on the development of nine microethnographies, in which the biographical dimension had a special consideration, with nine primary school teachers. This has allowed us to: a) highlight the importance of explaining the relationship between researchers and those participating in the research; b) examine the strengths and weaknesses of each relationship type and mode; c) point to the complexity and dynamism of the elements underlying relationships; d) open way of inquiry that can help deepen our understanding about the relational aspects involved in the social construction of knowledge.