This paper discusses the mathematical higher education at the Spanish university system. Particularly, it analyzes how mathematical and statistical-related courses traditionally offered in face-to-face learning models are being influenced by important factors such as: (a) use of online learning platforms (Moodle, Sakai, WebCT, etc.), (b) use of mathematical or statistical computer software (Mathematica, Maple, Matlab, SPSS, R, Minitab, etc.), (c) adaptation to the European Space of Higher Education, and (d) use of English-written educational resources. To this end, the paper presents the results of a recent survey among a population of 3230 Spanish teachers of higher education courses on statistics and mathematics. This survey was performed the first semester of 2008 in the context of the Mathematical E-Learning research project (http://cimanet.uoc.edu/mel).

1931 professors have answered the survey (59.8%). Among them there is a generalized agreement (73%) in that the use of the mathematical or statistical software in the educational activity is positive or very positive. However, 68% of the answers point out that the level of current use of those tools is very low, low or medium. Moreover, 80% of the answers affirm that the level of integration of Information Technologies in the evaluation processes –i.e., existence of practices with software, PC-based tests, etc.– is very low, low or medium. Hence, it is expected that the level of use and integration in the evaluation process of this technologies and will increase during the next years. However, the situation differs depending on geographical factors.

Regarding the use of online environments and Internet, there is also a generalized agreement (74%) in that this is positive or very positive. This contrasts with the fact that 70% of the participants have manifested that the level of use of these technologies is low, very low or medium. Again, the situation differs depending on the Spanish regions. In some of them the use of this type of environments is already a quite habitual practice.

With respect to the use of resources in English, the situation is quite worrying in all Spanish regions: 70% of the participants affirm that the level of use of English is low or very low, arriving this percentage to 90% if we also include the category of medium. Obviously, this it is a situation that contrasts with the idea of creating a European Space of Higher Education, where a certain internationalization of the programs is assumed and where the mobility between professors and students of different European countries is a major goal.

Finally, regarding the questions directly related to the European Space of Higher Education (ESHE), it can be noticed that among the participants there is a considerable agreement (60%) in that the ESHE will imply a high or very high level of changes (in methodology, contents and/or evaluation systems). This opinion is common in all the Spanish regions and this fact contrasts somewhat with the fact that 71% of the participants manifest that the current level of adaptation to the ESHE is very low, low or medium. Regarding the level of institutional information on the ESHE, 73% of the participants affirm that this has been very high, high or medium. Another important result of this study is that a non despicable percentage of the participants (18%) have manifested that these changes can have a negative or very negative effect on their educational activity.