Degree in Primary School Education 2024–2025

The recommended entry profile for the Bachelor's Degree in Primary Education is that of a student who has passed one of the various university entrance exams (EvAU, PAU, CFGS, over 25, 40 or 45 years old, etc.) and who has a reasonable knowledge (close to or higher than B1) of a Community language.

In addition, it is important that the student

- possess a mature and well-balanced personality, with good self-esteem and a capacity for independent learning and a love of study;

- be a proactive and enterprising person;

- be interested in the field of education and, in particular, in the psychological characteristics of childhood and the teaching-learning processes;

- has a positive attitude towards educational diversity (specific educational needs, different learning paces, multiculturalism, multilingualism, gender equality, etc.);

- embraces the democratic principles of society, the need to promote a sustainable future and the ethics of the profession;

- has empathy for the people around him/her and the ability to communicate with them and work in a team.

In order for a new student to join the official university degree courses, at least one of the following requirements need to be met:

• Hold the 'Bachillerato' (VIth form) qualification and pass the 'Bachillerato' Evaluation for University Access (EvAU) or an equivalent exam

• Hold an Advanced Diploma in Vocational Training, Advanced Diploma in Visual Arts, Advanced Diploma in Sports, or similar qualifications

• Have passed the University Access Test for people over 25s

• Have passed the University Access Test for people over 45s

• Be over 40 and have passed the access test through work/professional experience accreditation

• Hold an official university qualification – Degree, University Master's or equivalent qualification

• Hold a pre-university qualification from a international education system [students on the track covered by articles 9.1.b) and 9.2.b) and c) in Royal Decree 412/2014, dated 6 June]

Further information

1. Students in possession of the Baccalaureate qualification of the Spanish Education System or another declared equivalent, who have passed the Final Baccalaureate Assessment for University Entrance.

2. Students in possession of the European Baccalaureate Diploma or the International Baccalaureate Diploma.

3. Students in possession of a Baccalaureate or Bachelor's degree, diploma or studies from educational systems of Member States of the European Union or other States with which international agreements applicable in this respect have been signed, on a reciprocal basis.

4. Students in possession of qualifications, diplomas or studies recognised as equivalent to the Spanish Baccalaureate diploma, obtained or completed in education systems of States that are not members of the European Union with which international agreements have not been signed for the recognition of the Baccalaureate diploma on a reciprocal basis.

5. Students in possession of the official qualifications of Higher Technician in Vocational Training, Higher Technician in Plastic Arts and Design or Higher Sports Technician belonging to the Spanish Education System, or of qualifications, diplomas or studies declared equivalent or homologated to these qualifications.

6. Students in possession of qualifications, diplomas or studies, other than those equivalent to the qualifications of Baccalaureate, Higher Vocational Training Technician, Higher Technician in Plastic Arts and Design, or Higher Sports Technician belonging to the Spanish Education System, obtained or carried out in a Member State of the European Union or in other States with which international agreements applicable in this respect have been signed, on a reciprocal basis, when these students meet the academic requirements demanded in said Member State for access to its Universities.

7. Persons over twenty-five years of age who pass the entrance examination established in the regulations in force.

8. Persons over the age of forty-five who pass the entrance examination established in the regulations in force.

9. Persons over 40 years of age, who can accredit work or professional experience in relation to specific courses and who do not hold any academic qualification that qualifies them for access to university by other routes.

10. Students in possession of an official university degree, Master's degree or equivalent qualification.

11. Students in possession of an official university degree of University Diploma, Technical Architect, Technical Engineer, Graduate, Architect, Engineer, corresponding to the previous university education system or equivalent qualification.

12. Students who have completed partial foreign or Spanish university studies, or who, having completed foreign university studies, have not had them recognised in Spain and wish to continue their studies at a Spanish university. In this case, it will be an essential requirement that the corresponding university has recognised at least 30 ECTS credits.

13. Students who were able to access university according to the Spanish Education System regulations prior to Organic Law 8/2013, of 9 December.

The application for admission to official Degree courses must be submitted via the Internet, completing the form and following the instructions available at:

http://www.unizar.es → Online administration office → Internet admission application

Only one application for admission must be sent, which will include – in order of preference and up to ten choices – the degree courses that the student wishes to study. It is very important to include more than one course to ensure availability of a place. 

In any case, an email address must be provided. The results of the admission process will be sent this email address, along with information about the registration process, how the waiting lists work, etc.

Full up-to-date information about when and how to submit the admissions application for each academic year, in addition to the documents that must be provided, etc., can be found in:

Further information

A place is offered based on the number of places made available for each course and the marks achieved by the students. It must also be noted that the total number of places on offer for each course is distributed through a general quota [pupils from 'Bachillerato', Vocational Training or those with pre-university studies from international education systems] and reserved quotas [disabled students, high level/performance sportsmen/women, the over 25/45s or 40s, university graduates].

The admission lists are published on the official University of Zaragoza bulletin board [sede.unizar.es]. This publication is considered to be the official notification for the interested parties, but has no definitive effect for the same should the University detect any errors therein, in which case modifications will be made to it.

The following will be published for each undergraduate degree course:

• An alphabetical list of the admitted students, including names and surnames, admission mark and quota

• A waiting list in ranking order, including names and surnames, admission mark and quota

The admissions results will also be communicated via a personalised letter (in PDF) which will be sent to the email address provided in the admissions application. This letter will include information related to the registration process and its deadlines, personal passwords, how the waiting lists work, etc.

Further information

The students on the admitted list must register on the dates established for each period in the official academic calendar.

Further information

The professional prospects for graduates in the Bachelor's Degree in Primary Education are basically the following:

·      Primary Education Teacher in public, state-subsidised or public schools.

·      Adult Educator in official, state-subsidised or private schools.

In addition, the Bachelor's Degree in Primary Education Teacher is valid in all countries of the EHEA (European Higher Education Area) and in many countries of the world, which greatly broadens professional prospects.

On the other hand, professional practice as a teacher can subsequently lead to other professional opportunities both in the field of educational administration and in the field of in-service teacher training.

Finally, the possession of the Degree in Primary Education Teacher allows for the continuation of Master's studies that give the option to work as a guidance counsellor in educational centres or as a vocational training teacher, preferably in the professional family of Sociocultural and Community Services, which includes training cycles in Early Childhood Education, Sociocultural Animation, Social Integration, Social and Health Care, etc.

The subsequent completion of a doctoral thesis gives access to university teaching posts in the field of education.

The compulsory nature of the Primary Education stage guarantees the permanent demand for teachers to carry out their profession in public, state-subsidised and private centres. In fact, in the study "University Graduates and other Education. AULA 2007" of the Ministry of Labour and Social Affairs, which highlights the jobs demanded by graduates in teaching degrees, the first place goes to applications for positions as Primary Education teachers. Thus, among the occupations most recruited, at national level, are those of community animator and primary education teachers.

In the Spanish university context, the degree of Teacher of Primary Education is one of the most sought-after by students, being regularly in recent years among the first ones with the highest number of applications in first option and in effective enrolment. As pointed out in the White Paper corresponding to this Degree, Teacher Training Degrees are, in absolute terms, those with the highest supply, demand and enrolment in all Spanish Universities (ANECA, 2004).

Both the need to give greater coherence to the basic structure of teaching degrees and the process of European convergence have given rise to studies in which the profile of the Graduate in Teaching in Primary Education is adapted to a more generalist premise. As a result, unlike previous specialisations, in the current degree, the first three years are of a generalist nature, that is, common to all students, and it is in the fourth year where the specialisation is studied through the choice of one of the 7 possible specialisations (Hearing and Language, Physical Education, Music Education, French Language, English Language, Aragonese Language, and Therapeutic Pedagogy).

The disappearance of the previous teaching degrees corresponding to the areas of specialisation defined in the Organic Law on Education would mean that this high demand for the previous teaching degrees would be concentrated in the new degrees in Early Childhood Education and Primary Education. This has meant that the demand for these degrees has increased, receiving students who were previously divided between seven different teaching degrees. Since the introduction of the Bachelor's Degree in Teaching in Primary Education (academic year 2010-2011), there has been a significant demand for these studies, which has been maintained over the last few years. Although the demand from women is somewhat more relevant, there is an increasing balance between men and women in the classrooms of this degree (UNIZAR Transparency Portal, 2021).

At the University of Zaragoza, the Bachelor's Degree in Primary Education is taught in 3 centres (locations): Faculty of Education in Zaragoza, Faculty of Humanities and Education in Huesca, and Faculty of Humanities and Social Sciences in Teruel. In this sense, the three university campuses receive students from practically all over Spain.

Teachers must acquire theoretical and practical training in accordance with the objectives set out in the laws that regulate their functions, without forgetting that they have to situate themselves in the highly dynamic field of relations between school and society. Consequently, they must be capable of organising and arguing their criteria and strategies with regard to the exercise of their profession, in response to the challenges posed by society at any given time.

For all these reasons, the Bachelor's Degree in Primary Education provides a solid multidisciplinary training in which the following aspects can be distinguished:

- The basic training which includes an important pedagogical, psychological and sociological base, with which we seek to gain a detailed knowledge of the maturation process of children in its different facets and to understand and manage the educational processes relating to the 6-12 years period. To this is added training in two instrumental subjects: Spanish language and foreign language.

- Compulsory training where the contents of the Primary Education stage are considered (verbal and non-verbal communication, mathematical thinking, knowledge and care of the environment, foreign language, physical, literary, musical and plastic education, etc.) and the specific didactics that study the teaching and learning processes of these contents are developed.

- The school internships that allow students to live directly with the educational reality and provide the necessary link between the theoretical training received and professional practice.

- The specialisations that introduce students to those competences in line with the professional profiles defined by the educational administration: attention to diversity, bilingual education, physical education, music education and foreign language.

- The end-of-degree project, which aims to encourage students to reflect on educational theory and practice and, in particular, on innovative educational proposals and their modes of application, with a view to their teaching dedication being permanently reinforced in the future by reflection and research on their own task.

BASIC COMPETENCES

CB1 - That students have demonstrated knowledge and understanding of an area of study which starts from the basis of general secondary education, and is usually at a level which, while relying on advanced textbooks, also includes some aspects which involve knowledge from the forefront of their field of study.

CB2 - Students are able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defence of arguments and problem solving within their field of study.

CB3 - Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgements which include reflection on relevant social, scientific or ethical issues.

CB4 - Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences.

CB5 - That students have developed those learning skills necessary to undertake further studies with a high degree of autonomy.

GENERAL COMPETENCES

CG01 - Organise teaching within the framework of the epistemological paradigms of the degree subjects and know the curricular areas of primary education, the interdisciplinary relationships within them, the assessment criteria and the body of didactic knowledge about the respective teaching and learning procedures.

CG02 - Design, plan and evaluate teaching-learning processes, both individually and in collaboration with other teachers and professionals in the school. Consider assessment not only in its accrediting function, but also in its pedagogical function as a regulatory element and promoter of the improvement of teaching and learning.

CG03 - To deal effectively with language learning situations in multicultural and plurilingual contexts. Encourage the reading and critical commentary of texts from the various scientific and cultural domains contained in the school curriculum. Express themselves orally and in writing with accuracy and master the use of different techniques of expression in the different areas of knowledge.

CG04 - Design and regulate learning spaces in contexts of diversity and that attend to gender equality, equity and respect for human rights, which shape the values of citizenship education.

CG05 - Encourage coexistence in the classroom and outside it, solve discipline problems and contribute to the peaceful resolution of conflicts. Stimulate and value effort, perseverance and personal discipline in students.

CG06 - Know the organisation of primary schools, adult education centres and the diversity of actions involved in their operation. Perform the functions of tutoring and guidance with students and their families, attending to the unique educational needs of students. Know how to identify and give support to students who do not reach their learning potential, or those who have behavioural, emotional or social difficulties, knowing the resources of the educational system and the community. Assume that the exercise of the teaching function must be perfected and adapted to scientific, pedagogical and social changes throughout life.

CG07 - Collaborate with the different sectors of the educational community and the social environment. Assume the educational dimension of the teaching function and foster democratic education for active and committed citizenship, paying special attention to the promotion of the values of human dignity, equality between men and women, freedom and justice.

CG08 - Assume the ethical dimension of the teacher and understand the responsibilities that derive from their social function, as well as the possibilities and limits in the self-regulation of their task. Maintain a critical and autonomous relationship with regard to the knowledge, proposals and values of public and private social institutions, making decisions in this respect. Critically analyse new concepts and proposals on education that come from research and innovation, as well as from educational administration.

CG09 - Value individual and collective responsibility in achieving a sustainable future.

CG10 - Reflect on classroom practices in order to innovate and improve teaching work. Acquire habits and skills for autonomous and cooperative learning and promote it among future students. Assume the need for continuous professional development through reflection, self-evaluation and research into one's own practice.

CG11 - Know and apply information and communication technologies in the classroom as an added value to guided and autonomous teaching-learning activities. Selectively discern audiovisual information that contributes to learning, civic training and cultural richness.

CG12 - Understand the role, possibilities and limits of education in today's society and the fundamental competences that affect primary schools and their professionals. Knowing models of quality improvement with application to schools.

CG13 - Be committed to motivating and encouraging pupils' academic progress within the framework of a comprehensive education, and promote their autonomous learning based on the objectives and contents of each educational level, with positive expectations of pupils' progress, renouncing established stereotypes external to learning, developing strategies that avoid exclusion and discrimination.

TRANSVERSAL COMPETENCES

CT01 - Integrate the competences of the different subjects to guide the Final Degree Project and to be able to apply knowledge to professional practice.

CT02 - Understand learning as a global, complex and transcendent fact, designing and developing situations that cater for the diversity of students and involve them in their learning and work.

CT03 - Manage and self-regulate the progression of learning, adapting to new situations and interrelating knowledge to develop new ones.

CT04 - Work in a team, being able to exercise different roles within the group.

CT05 - Use and apply Information and Communication Technologies (ICT) to learn, communicate and share knowledge in different contexts.

CT06 - Develop the ability to communicate in order to teach in one's own language and in one or more other European languages.

CT07 - Seek, manage, process, analyse and communicate information effectively, critically and creatively.

CT08 - Understand and reflect on educational practice in rural environments.

CT09 - Develop, manage, process and analyse processes related to research applied to education.

SPECIFIC COMPETENCES

CE01 - Understand the learning processes related to the 6-12 period in the family, social and school context.

CE02 - Knowing the characteristics of these students, as well as the characteristics of their motivational and social contexts, in order to develop their autonomy.

CE03 - Master the necessary knowledge to understand the personality development of these students and identify dysfunctions, helping them to acquire an adjusted concept of themselves.

CE04 - Identify learning difficulties, report them and collaborate in their treatment.

CE05 - Knowing the current proposals and developments based on learning competences.

CE06 - Identify and plan the resolution of educational situations that affect students with different abilities and different learning paces.

CE07 - Analyse and understand the educational processes in the classroom and outside the classroom relating to the 6-12 period.

CE08 - Knowing the fundamentals of primary education.

CE09 - Analyse teaching practice and the institutional conditions that frame it.

CE10 - Knowing the historical evolution of the educational system in our country and the political and legislative conditioning factors of educational activity.

CE11 - Knowing the processes of interaction and communication in the classroom.

CE12 - Address and solve discipline problems.

CE13 - Promote cooperative work and individual work and effort.

CE14 - Promote actions of education in values aimed at the preparation of an active and democratic citizenship, from the knowledge of the most important values of the Constitution.

CE15 - Knowing the different democratic ways of facing diversity and dealing with school situations in multicultural contexts, favouring openness, dialogue and non-exclusion.

CE16 - Design, plan and evaluate teaching activity and learning in the classroom.

CE17 - Knowing and applying innovative experiences in primary education.

CE18 - Participate in the definition of the educational project and in the general activity of the centre in accordance with quality management criteria.

CE19 - Knowing and applying basic educational research methodologies and techniques and being able to design innovation projects identifying evaluation indicators.

CE20 - Show social skills to understand families and make themselves understood by them.

CE21 - Know and know how to exercise the functions of tutor and counsellor in relation to family education in the 6-12 period.

CE22 - Relate education to the environment, and cooperate with families and the community.

CE23 - Critically analyse and incorporate the most relevant issues in today's society that affect family and school education: social and educational impact of audiovisual languages and screens; changes in gender and intergenerational relations; multiculturalism and interculturalism; discrimination and social inclusion and sustainable development.

CE24 - Knowing the historical evolution of the family, the different types of families, lifestyles and education in the family context.

CE25 - Understanding the basic principles and fundamental laws of experimental sciences (Physics, Chemistry, Biology and Geology).

CE26 - Know the school curriculum of these sciences.

CE27 - To pose and solve problems associated with science in everyday life.

CE28 - Value science as a cultural fact.

CE29 - Recognise the mutual influence between science, society and technological development, as well as the relevant civic behaviours to ensure a sustainable future.

CE30 - Develop and evaluate the contents of the experimental science curriculum through appropriate teaching resources and promote the acquisition of basic competences in students.

CE31 - Understand the basic principles of social sciences.

CE32 - Know the school curriculum of social sciences.

CE33 - Integrate historical and geographical study from an instructional and cultural orientation.

CE34 - Encourage the democratic education of citizenship and the practice of critical social thought.

CE35 - Value the relevance of public and private institutions for peaceful coexistence among peoples.

CE36 - Knowing the religious fact throughout history and its relationship with culture.

CE37 - Develop and evaluate the contents of the social sciences curriculum by means of appropriate didactic resources and promote the corresponding competences in students.

CE38 - Acquire basic mathematical competences (numerical, calculation, geometric, spatial representations, estimation and measurement, organisation and interpretation of information, etc.), paying attention to the epistemology and phenomenology of mathematical contents.

CE39 - Know the school mathematics curriculum.

CE40 - Analyse, reason and communicate proposals for the teaching of mathematics.

CE41 - Propose and solve problems related to everyday life.

CE42 - Value the relationship between mathematics and science as one of the pillars of scientific thought.

CE43 - Develop and assess mathematics curriculum content using appropriate teaching resources and promote the corresponding competences in students.

CE44 - Understand the basic principles of language and communication sciences.

CE45 - Acquire literary training and knowledge of children's literature.

CE46 - Know the school curriculum of languages and literature.

CE47 - To speak, read and write correctly and adequately in the official languages of the corresponding Autonomous Community.

CE48 - Knowing the process of learning written language and its teaching.

CE49 - Promote reading and encourage writing.

CE50 - Knowing the difficulties in learning the official languages of students of other languages.

CE51 - Tackling language learning situations in multilingual contexts.

CE52 - Express oneself orally and in writing in a foreign language.

CE53 - Develop and evaluate language curriculum content using appropriate didactic resources and promote the corresponding competences in learners.

CE54 - Understand the principles that contribute to cultural, personal and social education through the arts.

CE55 - Knowing the school curriculum of arts education, in its plastic, audiovisual and musical aspects.

CE56 - Acquire resources to foster lifelong participation in musical and plastic activities inside and outside school.

CE57 - Develop and evaluate the contents of the musical, plastic and visual education curriculum, by means of appropriate didactic resources and promote the corresponding competences in students.

CE58 - Understand the principles that contribute to cultural, personal and social training through physical education.

CE59 - Knowing the school curriculum of physical education.

CE60 - Acquire resources to promote lifelong participation in sporting activities inside and outside school.

CE61 - Develop and evaluate contents of the physical education curriculum through appropriate didactic resources and promote the corresponding competences in students.

CE62 - Acquire a practical knowledge of the classroom and its management.

CE63 - Know and apply the processes of interaction and communication in the classroom and master the necessary social skills and abilities to foster a classroom climate that facilitates learning and coexistence.

CE64 - Control and monitor the educational process and in particular the teaching-learning process by mastering the necessary techniques and strategies.

CE65 - Relate theory and practice to the reality of the classroom and the centre.

CE66 - Participate in the teaching activity and learn to know how to do, acting and reflecting from practice.

CE67 - Participate in proposals for improvement in the different areas of action that may be established in a centre.

CE68 - Regulate the processes of interaction and communication in groups of students aged 6-12 years.

CE69 - Knowing ways of collaborating with the different sectors of the educational community and the social environment.

CE70 - Knowing the characteristics of educational organisations that take care of children from 0 to 12 years of age.

CE71 - Knowing how to use ICT in the personal and educational spheres.

The syllabus of the Bachelor's Degree in Primary Education lasts four years and has a total of 240 ECTS credits, 60 in each academic year. The distribution of ECTS credits by type of subject is indicated in another section of this page.

The external placements are carried out in Primary Education schools and are distributed in four different moments throughout the degree course: first four-month period of the second year (6 ECTS), first four-month period of the third year (14 ECTS) and second four-month period of the fourth year (21 ECTS divided between general teacher training placements and specialisation placements).

The Bachelor's Degree in Primary Education also includes seven specialisations that can be taken by choosing the optional subjects and one of the external work experience periods for the fourth year. The passing of a specialisation is reflected in the student's Bachelor's Degree. The following is a list of the mentions and the faculties where they are taught.

Hearing and Language. Taught in the Faculty of Education (Zaragoza).

Attention to diversity. Taught in the Faculty of Social and Human Sciences (Teruel) and in the Faculty of Education (Zaragoza).

Bilingual Education. Taught in the Faculty of Human Sciences and Education (Huesca), in the Faculty of Social and Human Sciences (Teruel) and in the Faculty of Education (Zaragoza).

Physical Education. Taught in the Faculty of Human Sciences and Education (Huesca) and in the Faculty of Education (Zaragoza).

Music Education. Taught in the Faculty of Education (Zaragoza).

Foreign Language. Taught in the Faculty of Human Sciences and Education (Huesca), in the Faculty of Social and Human Sciences (Teruel) and in the Faculty of Education (Zaragoza).

Aragonese Language. Taught in the Faculty of Human Sciences and Education (Huesca).

Type of subject and ECTS credits

Basic Training 60 ECTS

Compulsory 100 ECTS

Electives 30 ECTS

External internships 41 ECTS

Final degree project 9 ECTS

Total 240 ECTS

*Students may obtain up to a maximum of 6 ECTS of the total optional subjects for participation in university cultural, sporting, student representation, solidarity and cooperation activities.

The course coordinator is the key figure for any query, clarification or problem that may arise during the academic year. The coordinator is in regular contact with the students and their representatives and provides support and set up the necessary actions to support the student’s learning process. In all degree courses, per the directives of the Academic Guidance Programmes at the University of Zaragoza, each student is assigned an individual lecturer-tutor, who will be responsible for offering the student academic advice on aspects related to the student’s integration and adaptation to the work expected to be completed in each degree. The academic tutor will also provide advice on the most suitable academic options as well as guidance on the student’s personal or professional academic interests, the resources and services available to them at the University and on the general workings of the University in its administrative and academic facets and for participation in its governing structures.

The University of Zaragoza has a University Centre for Modern Languages where international languages classes are offered. The language instruction offer includes German, Arabic, French, Modern Greek, English, Italian, Portuguese, Russian, Chinese and Japanese. The courses offered include: year-long General & Specific Courses, Intensive Summer Courses in July & September, and single-term Self-Study & Conversation Courses (English, French & German).

Summer courses. Students may also wish to participate in any of the summer course programmes on offer every year in July, August and September in various locations in Aragon, albeit most of them take place in the following locations: Teruel & Jaca.

The University of Zaragoza has its own Guidance and Employment Office: UNIVERSA. The main goal of this University Employment Observatory is to provide specific information, guidance and training to facilitate professional integration among university students, in addition to overseeing voluntary work placement for final year students. Courses are offered to both students and recent graduates to improve their training in professional skills, job seeking strategies, etc.

Furthermore, there is a Job Fair (EMPZAR) every year, which provides students with the possibility to contact directly with companies, as well as gain first-hand knowledge of the labour market demand, get advice on how to prepare a CV, and so on.

Library staff supports first-year students. Staff offers an online course on Information and ICT skills. This course is offered as a practical activity within one of the subjects imparted in year one.  The students are also offered other training courses on information skills, at various levels, chief among which are the Guide to Tools and Guidelines for preparing the undergraduate/master’s dissertation.

Halls of Residence. The University of Zaragoza has two main Halls of Residence located in the San Francisco Campus: The Pedro Cerbuna University Hall of Residence (CMU) (250 rooms) and the Santa Isabel CMU (192 rooms), plus another one located in the Río Ebro Campus (102 places) and two other halls in the cities of Huesca (Ramón Acin CMU – 125 rooms) and Teruel (Pablo Serrano CMU – 96 single rooms). There are also other university halls of residence in the city of Zaragoza run by private companies. Furthermore, there is a University web service that helps students to find a room or rent a flat.

Accommodation can also be found using the Zaragoza Council programmes for young people and students.

Counselling. The University of Zaragoza has four free and anonymous counselling services for youngsters, which are run by a team of professionals who provide advice on academic, legal, sexual and psychological areas.

The University of Zaragoza international relations Office will provide international students with all the necessary support in the registration process. It also provides students with practical information about the city, transport, flats on offer, rooms, halls of residence, medical assistance, courses for international students, etc.

Student diversity. The main role of the University of Zaragoza Student Diversity Office (OUAD) (pertaining to the Vice-Chancellor for Students & Employment) is to ensure equal opportunities through inclusion of all university students in university academic life. In addition, it encourages awareness of student diversity within the university community. This office is particularly committed to providing attention to any university student with special educational needs or disabilities.

University information centre. The University Information & Appeals Centre offers general information about the University of Zaragoza: access, offer of undergraduate/master’s study programmes, doctoral programmes, as well as information on non-official degrees, registration process, grants, summer courses, administrative information, and so on. Equally, they manage appeals of any situations that are not subject to the established regulated procedures.

Information and Communications Service. All computers on campus are connected to the Internet. WiFi is available in all the buildings. Any student may use the University of Zaragoza IT services.

Vehicle management service. A permit is required so that a member of the university community can park their vehicles in the car parks available in the different campuses.

Cultural activities. The 'Cultural Agenda' provides a monthly programme of the events in the areas of Cinema & Animation, Music, Theatre, Exhibitions, Cycles, Conferences, Literary Activities and Courses. It also offers cultural association activities and those of the Cultural Committees in Zaragoza, Huesca and Teruel.

Sports activities. The University of Zaragoza sports complex is located in the San Francisco Campus and features a leisure centre, gym, outdoor basketball, handball and 5-a-side football facilities, a certified athletics track and a football pitch. Every academic year, over a hundred activities are organised.

The University of Zaragoza Student House ('Casa del Estudiante') (inaugurated in 2005) is home to the University Student Council, the student groups represented on the Cloisters and Governing Board, and the multinational student associations. The Student House supervises activities pertaining to student representation and, additionally, work meetings, presentations, conferences and other events of interest to the students at our University. These activities are promoted and run by the student groups and coordinated by the Vice-Chancellor of Students: vrestu@unizar.es

Information Feelers. Voluntary student members of the University of Zaragoza faculties and centres act as 'information feelers' to counsel, inform and help their own peers. 

University Ombudsman. This person defends the rights and freedoms of the university community and attends to complaints and requests from students.