convergence, which has extended and generalized concepts such as ‘competence’, ‘teaching competence of professors, ‘lifelong learning’ and ‘ quality assurance and guaranty systems’.

The role of professors today consists in developing mediation, facilitation or guidance tasks, which means fostering the intellectual habits of students and also their professionals ones (González Galán, 2007). Lieb-Brilhart (1978) states that one of the main functions of academic training is to help students understand the global impact of the complex processes of media communication. Recognizing the significant contribution of university education to foster the innovative competences of its students, Martin, Potocnik and Fras (2017) highlight a special relevance of autonomy and high cognitive demands in the processes of academic innovation.

It is not only to train in theoretical knowledge but it is necessary that the student acquires skills, procedures, aptitudes, interests, self-demand and values necessary for permanent self-learning throughout life (long life learning, learning by doing).

All this set of contributions leads the student to know, know how to do, know how to be, able to do and want to do, increasing their motivation in the daily exercise of their professional activity. Since the university education of students is not limited only to the number of face-to-face class sessions received but is extended to the time dedicated to their autonomous learning, it needs to develop more effort: a proactive, participatory attitude of constant work and continuous recycling.

At the same time, CEU San Pablo University has promoted the development of systematized actions of innovation and improvement to contribute to the improvement of student learning outcomes and the scientific development of subjects as a whole, as in the specific case of the Faculty of Humanities and Communication Sciences and the project to end hatred on social networks promoted by ‘Peer to Peer Facebook Global Digital Challenge’.

To understand the extent of the problem of hatred on social networks, it should be taken into account that 81% of Internet users aged 16 to 55 use social networks, which represents more than 15 million users in Spain (IAB, 2016). Facebook is the most used, followed by Twitter (43% of users) and YouTube (used by 95%, although half of them do not have their own account), according to data from the 7th Wave of the Observatory of Social Networks (TheCocktailAnalysis, 2016). The significant increase in advertising investment in digital media has a key relevance to the academic curriculum of Communication Sciences. The new digital context makes it necessary to implement new technological tools and new methodologies in the training of students (Wirtz, Hayes and Shan, 2016).

In the context of the digitalization of media and media convergence, a new form of citizen empowerment and participatory culture has been generated. Individuals become active creators of all types of content with an increasing level of influence as prescribers and experts in all types of fields (Jenkins, 2006). In these circumstances, social networks are the platform chosen by a big part of the population to communicate their opinions and thoughts. Thus, a dialogue is opened in which comments with hatred content that are not based on arguments or reasons are very common. One of the theories that support the fight against hatred on the internet is the theory of ‘social contact’: the Internet separates people. We tend to unite in virtual communities with people who think similarly to us.

This contributes to the feeling that the world is divided between ‘us’ and ‘them’ and makes the comments opposed to the opinion ‘get some annoyance. It can also be considered that the theory of confrontation better explains the motivation of