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Universities are making great efforts to provide quality and inclusive education for all. However, the number of students with disabilities or educational needs studying higher education is still low. Student support resources are essential to the success of inclusive education. An inclusive education indicator has been developed that establishes a ranking of those universities best prepared to offer inclusive resources. As an example, the indicator has been developed for the case of Spanish public universities, based on information provided by the Spanish Network of Support Services for People with Disabilities at University, which produced an online University Guide for Students with Disabilities with several areas and points that collect information on the resources available at universities. This indicator is dynamic and can be updated quickly and easily. Through it, universities may know in which aspects they need to improve. In addition, they could take as a reference those universities that are better positioned according to the value of the indicator. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to identify the current situation of higher education institutions in Spain regarding the introduction of the Sustainable Development Goals in the classroom, and what is the role of mathematics in this task. Design/methodology/approach: A review is made of how the concept of sustainability has evolved in higher education, its gradual introduction in the University and the way in which this subject is approached in the field of mathematics. Findings: The study concludes that higher education has a key role to play in designing strategies that lead to the global sustainability of the planet. This implies major changes in degree curricula, assessment, competences and teacher training. Cross-disciplinarity and interdisciplinarity between different subjects within the same degree is a strategy for students to analyse the Sustainable Development Goals using mathematical techniques. Social implications: The University as an institution must train socially responsible professionals who are aware of the importance of promoting a sustainable world. Changes should be made to introduce values in the classroom that promote and encourage sustainability. Training should be seen as a continuous process that leads to the preparation of professionals committed to society and nature and who develop strategies aimed at improving the planet through values. Originality/value: Through practical activities, the Sustainable Development objectives can be analysed from several subjects of the same degree, emphasising the interdisciplinary and transversal nature that should be the central axis of higher education. Each subject can develop a strategy for change in favour of sustainability that will be reinforced and increased by working together on the proposed teaching practice. In this way, the contents of the different subjects are not isolated, but rather the student can see how there is an interrelationship between them and with real life. [ABSTRACT FROM AUTHOR]

The pandemic caused by COVID-19 has had a great impact on the lives of all students. A survey conducted among Spanish university students aims to find out what their concerns are before the start of the 2020–2021 academic year. This study tries to explain the impact of the coronavirus on students after returning to the classroom, and not only during confinement. Among the main concerns of the students are the way examinations are conducted, the development of learning or the teaching method used as a consequence of the situation caused by the coronavirus. The results shown can be of great use to the educational community in establishing policies aimed at improving the level of teaching and the well-being of students in the face of this educational change. [ABSTRACT FROM AUTHOR]

During the home confinement caused by COVID-19, universities closed and all teaching became virtual, testing the sustainability of the education system. A total of 3080 Spanish university students participated in a survey to analyse how they have adapted to this situation, whether there has been a digital divide and how they have followed training activities. The results reveal that households have had to invest in ICT equipment and universities have offered support to vulnerable students. Students were not prepared for this change, found it difficult to follow the course online, spent more hours per day studying and achieved lower academic performance. Higher education institutions must ensure inclusive, equitable and quality education that reduces the digital divide, promoting sustainable activities. [ABSTRACT FROM AUTHOR]