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The present study aims to investigate an unsuccessful implementation of an active learning methodology. Active learning methods have emerged in order to improve learning processes and increase students' roles in the classroom. Most studies on the subject focus on developing learning strategies based on successful implementations of such methods. Nevertheless, critical reflections on unsuccessful cases might also provide material for developing further contributions to this literature.

The authors conducted an intrinsic case study of an unsuccessful application of the flipped classroom method to an undergraduate basic statistics course at a Brazilian business school. The data collected comprised the course's syllabus, evaluation forms and two rounds of interviews with students and the professor.

The findings indicate that, apart from that which had been mapped by past literature, three additional aspects may limit the chances of successfully implementing a flipped classroom methodology: students' educational backgrounds, the course's structural issues and methodological and relational issues.

The present study contributes to the literature on active learning methodologies mainly by mapping additional aspects that should be considered in the implementation of the flipped classroom methodology. Additionally, the authors investigate an unsuccessful case of such an implementation, an investigation that is still scant within this literature.

Pedagogical and digital innovation in vocational education training (VET) is scarce as well as research on the subject. The pandemic may have prompted a modernization of VET that needs to be examined with a focus on the main subjects: the students. The purpose of this paper is to analyse students' perspectives on henceforth VET pedagogies. We aim to investigate students' perspectives and satisfaction regarding the didactic strategies and teaching modalities they experience to inform further trends in VET.

A quantitative and cross-sectional study was conducted, gathering the views of 460 Catalan VET students through a questionnaire. Data were analysed descriptively and applying the generalised linear model (GLM) mediation model to address the specific aims detailed below.

The findings show that the most frequent and preferred teaching strategies are lecturing and active learning, while situated learning is found to be less frequent and preferred. Face-to-face is the preferred teaching mode for all teaching strategies. The internship modality does not affect students' satisfaction with teaching strategies, while the professional brunch does.

The limited responses gathered and the impact of the pandemic on the students' views limit the widespread applicability of the results. Future work must collect data from a broader sample and within a context of normality to determine current pedagogies and the use of digital technologies in VET.

Literature on VET pedagogies is scarce, and little is known about the predictable boost that the pandemic gave to the digitalisation and pedagogical modernisation of VET. Our study sheds light on the shift towards combined teaching strategies with a particular focus on active learning.

Since the dawn of the civilizations that olive has been playing a critical role on both the society and the economy. Indeed, one can argue that olive and olive oil were as critical as they shaped a form of culture, a seminal pillar that supported the Mediterranean civilizations and that has since then spread worldwide, influencing others. As waves and tides, the use of olive and olive oil has certainly met low points, to the extent that its use even became to be considered old fashioned more recently, when the traditional Mediterranean food and culture started to be jeopardized by very different modern ways of living. Nevertheless, despite defying challenging conditions, stubbornly as always, the Mediterranean diet not only continues to prevail, but keeps granting the admiration of diverse strands of the society and science, being notoriously evident the set of recent research that points to its health benefits, having olive oil as the cornerstone, a vegetable fat, considered to be highly healthy, as it enhances the control of important health indicators, such as the bad cholesterol, serving for nutritional and therapeutic uses, and preventing the occurrence of a number of diseases, including cardiovascular problems and some forms of cancer.

Taking into consideration this framework, the research presented in this book is focused on the examination of the main trends on olive and olive oil in the Iberian Peninsula, from production to retail and consumption, by analyzing several data sets covering recent decades. In terms of findings for more recent years, it was possible to conclude that despite the increasing recognition of the benefits of olive and olive oil by the society, and despite the increase in olive production, the consumption of olive oil has been decreasing internally, being replaced by increases in exports. This is most probably due to the economic conditions that have deteriorated due to the 2008’s financial crisis, which, together with an increase in olive oil prices, has prevented a considerable portion of the population to have financial conditions to access to the consumption of such an important component of the Mediterranean diet.

This chapter analyses the development of oleotourism through the use of local resources in a democratised decision-making process. It explains that the production of olive oil is making a novel contribution to the tourism industry. The authors suggest that oleotourism is also offering opportunities for stakeholder engagement. Therefore, the authors identify key elements that serve as drivers for the development of oleotourism in Jaén. They put forward a framework that can lead to a democratised decision-making process that is intended to support the stakeholders of oleotourism.