## 1 Introduction  
The first two decades of the 21 st century have witnessed unparalleled development in the field of communications and technology [1]. The globalization of commercial transactions, the flow of people and the rise of the well-known Information and Communication Technologies (ICT), has conceived a new relational paradigm of interaction between humans and objects [2; 3]. In this sense, the current period in which we live can be classified according to various aspects. On one hand, from the industrial development, placing us in the fourth revolution (from 2010 onwards) characterized by the so-called intelligent industry [4; 5; 6], where the decision making is autonomous by cyberphysical systems through the use of automatic learning and data analysis [7]. On the other, it can also be placed within the so-called fourth wave of computing, known as the Internet of Things (IoT) [8]. There is no doubt that the historical stage in which we are immersed is producing and will produce very significant changes for humanity. This technological period is characterised by new challenges for users that arise from the increase in the amount of data (Big Data) [9; 10], from decisions taken automatically (artificial intelligence and robots) [11], from reduced visibility and greater ambiguity [12], and from greater risks to security and privacy (cybersecurity) [13; 14]. In addition, there is the possibility that only a select group of the population will benefit, so it is important to study this stage from a perspective of digital inequality, where the digital divide means differences between the population that has access to the Internet and those that cannot connect to it at home. The IoT, the International Telecommunication Union (ITU) [15] defines it as \"a global infrastructure for the information society, enabling advanced services by interconnecting (physical and virtual) things based on existing and evolving interoperable information and communication technologies\". In this sense, [PERSON] [16] coined the term \"Internet of Things\", to describe the network connecting objects in the physical world to the Internet [17]. The idea behind this concept is that, every day, physical devices in our homes, businesses, or educational centers [18; 19], connect through the Internet with virtual servers and perform interactions generating a huge amount of information. These devices, such as temperature probes, geolocators, cameras, movement sensors, pressure sensors, etc., have the capacity to be programmed and to interact with them from any part of the world, without the need to resort to presence for their operation [11]. The joint use of these devices can enable much more complex applications, such as the development of smart appliances, smart vehicles, and smart homes with automation systems, as well as facility management and safety systems [12], all of which have a high impact in areas, such as medicine and health, transport, construction, agriculture, and industrial applications [20]. In the case of education, the literature reviewed [18; 19; 21; 22; 23; 24; 25; 26; 27] suggests that the impact of IoT today is less than in other sectors. In particular, IoT technology in education has a greater impact on Higher Education than in other educational stages. This is due to the fact that the characteristics of higher studies and educational institutions are more open and favorable to innovation and the incorporation of technologies for both teaching and research [22]. IoT technology in Higher Education has the potential to clearly impact on how education systems are re-imagined and redesigned, from a traditional system to one that is scalable, adaptable, flexible, and more adaptive to dynamic and rapid changes [28]. Similarly, in the logistics of educational management and the design of learning, facilities can be more responsive to the learning needs of students.