If times change, and that is what is happening in our days, we should change for a successful adaptation. If innovation is not introduced, we are in serious danger: we will be left out of the dizzying flow of the world we live in. However, not every innovation, just because it is an innovation, has to be considered positive for humans and more specifically for education. It is, therefore, necessary to make an appropriate assessment. In this symposium we will try to highlight these four realities: 1) the need for a new (more dynamic) teaching methodology in accordance with the wishes of a student body that already has all kinds of content in our digitised world. We present the data obtained, after the pertinent assessment, from a novel experience carried out in the Faculty of Psychology of the Complutense University of Madrid during the first four-month period of the 2019/20 academic year; 2ª) ICTs, the Internet, social networks, big data and data science are essential ingredients of a great revolution that is transforming many areas of our lives and, in particular, the education. This typical transformation of the 21st century is obviously in its infancy, but a very broad potential path is foreseen; 3ª) the modification of group dynamics of peers allows to prevent cases of school bullying, to increase the flexibility of students in the face of conflict, to improve group cohesion and to favour a climate of study. To this end, we are already using an online group assessment tool, created and validated by one of us at a national level, whose purpose is to intervene precisely in the climate and the convivencia of educational centres; 4ª) with the generalisation of the use of mobile devices, a world of possibilities has opened up in the educational field: that of adapting the contents to the needs of the students according to their progress, recording their activities by means of direct or indirect measures and immediate interaction. Our ultimate aim is to show that the four proposed innovations are efficient and therefore help the personal, social and academic development of students in our digitized times.

Professor of Developmental and Educational Psychology at the Faculty of Psychology, Complutense University of Madrid. His two fundamental lines of research are a) The development of sex and gender throughout life, which has been materialized in books, book chapters, papers and Congresses -national and international-; b) the assessment of the quality of teaching, both university and non-university, equally specified in the aforementioned media. A synthesis of both lines can be found at https://sites.google.com/site/jfsprofile/. He currently has five six-year research periods, the last of which is active. Within the field of assessment, it is worth highlighting the one carried out throughout the Complutense University of Madrid over the last five years, using assessment instruments created ad hoc, published in international journals (e.g., Educational and Psychological Measurement) and which has been published in more than 1000 volumes. The circular assessment model created here (https://sites.google.com/site/jfsprofile/evaluation) has been generalized, nationally and internationally -in collaboration with the OCDE-, to other universities, city councils and private institutions. From the other line of research (gender), in addition to the publications (to see some of them: https://sites.google.com/site/jfsprofile/sexology-genderology) several doctoral theses have emerged, inspired by the model created and which has been synthesized in five books. As a complement to these two lines, more than 20 publicly and privately funded research projects should be highlighted, most of them as PI. He has also participated in three educational innovation projects. He is currently the President of ACIPE (Asociación Científica de Psicología y Educación; https://acipe.es/, integrated with COSCE (Confederación de Sociedades Científicas de España). He was the creator and first editor, for several years, of the journal The Spanish Journal of Psychology. He was also the promoter and first Chair, during the first years, of the official Master's Degree in Educational Psychology of the Complutense University of Madrid. He is the author and co-author of 19 assessment instruments (on teaching quality and gender issues). He has collaborated with Wikipedia, nationally and internationally, both with respect to the figure of educational psychologists and gender issues. He has taught in the Degree of Psychology (Specialty of Educational Psychology; subject: Psychology of Educational Intervention), Degree of Psychology (subject: Educational Psychology), Official Masters and Own Titles (Gender Roles and Stereotypes) and Doctorate (Quality Evaluation). The students' evaluation -Docentia-: very positive. He has been a member of the Faculty Board for several lustra, a member of the teaching body of the Complutense University of Madrid, Director of the Departmental Section of Developmental and Educational Psychology for more than eight years.