Technology‑enhanced Learning for Promoting Technical and Social Competences in Hydrological Science Licciardello, Feliciana Montejo Gámez, Jesús Social and technical competences Hydrological Sciences International teaching experience Gamification Open access funding provided by Università degli Studi di Catania within the CRUI-CARE Agreement.. This project was supported by the University of Cordoba Teaching Innovation Project 2004-2014 entitled “Adquisición de competencias técnicas y humanísticas y estandarización internacional de currículos en la enseñanza de proyectos de ingeniería rural: llevando la pasión por el fútbol a casos prácticos de Hidrología.” (“Acquiring technical and humanistic competences and the international standardization of curricula in teaching rural engineering projects: using a passion for football in practical cases of Hydrology”). Data are available in the teaching platform of the Universities involved and they can ask Dr F. Licciardello (flicciar@unict.it) and Dr. E.V. Taguas (evtaguas@uco.es). The authors would like to thank Simon Armour for his invaluable help in revising the paper. The authors also thank the involved students for their participation and M. José Palazón, Rafael Pimentel, Manuel Rosa and M. Jose Polo for their support in the final game of the second year. This paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences. 2021-05-03T11:55:01Z 2021-05-03T11:55:01Z 2021-04-04 journal article Licciardello, F., Consoli, S., Cirelli, G. et al. Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science. Tech Know Learn (2021). [https://doi.org/10.1007/s10758-021-09510-9] http://hdl.handle.net/10481/68284 10.1007/s10758-021-09510-9 eng http://creativecommons.org/licenses/by/3.0/es/ open access Atribución 3.0 España Springer