REUNI+D

University Network for Research and Educational Innovation

Category: Articles

0

Articles

In the Key of Inclusion: How Music Trains Teachers in Life Skills

In contemporary teacher education, mastery of academic content is no longer sufficient. Prospective teachers must also develop personal and social capacities that enable them to work with diverse student populations, manage complex situations, and cultivate more humane classroom environments. Among these competencies, three have guided this project—empathy, resilience, and prosocial behaviour—in alignment with the line of research we have been advancing (Cortón-Heras et al., 2023a).

0

Articles

Exploring creative digital potential from a techno-poetic approach: an experience in Social Education

For some time now, we have been detecting a need in classrooms to promote teaching projects that reinforce student agency and commitment to their environment. At the same time, the demands of technology are increasing, both in and outside the educational environment, but we continue to see a largely instrumental and uncritical use of technology.

0

Articles

The Inclusion Still Pending: Truly Feeling Part of It. Based on a research experience with deaf students with cochlear implants

When Julia walked into a primary school classroom for the first time, it wasn’t the color of the walls or the buzz of her classmates that struck her the most. It was the noise. A constant murmur mixed with the teacher’s voice, footsteps in the hallway, and the metallic scraping of chairs. For most people inhabiting that space, all of that was simply part of the everyday school landscape. For Julia, who uses a pair of cochlear implants (Cortés, 2024), it was an invisible barrier that turned the classroom into an obstacle course she had to navigate again and again.

0

Articles

The Digital Transformation of University Teaching: The Four Futures Exercise

As part of the research project «The digital transformation of university degrees: learning analytics, subjectivities, and performance in pre-pandemic times and during COVID-19» (UNIDIGIT@L), Ref.: TED2021-130743B-I00 https://transformaciondigital.webs.ull.es/, a futures study was conducted using Dator’s «Four Futures» exercise. Over a full day, with morning and afternoon sessions, a team of nine members of the university community: academic staff (PDI), students, and professional, technical, and administrative services staff (PTGAS), met to analyse probable, possible, and preferable futures related to the digital transformation of university teaching. The group’s diversity was intended to ensure a plurality of perspectives and the collective construction of visions for the institution’s future as it undergoes digital transformation.

0

Articles

UDL 3.0 as the core of curriculum alignment for quality education

Universal Design for Learning (UDL) is an essential curricular framework for educational inclusion that requires designing variability from the outset, removing learning barriers rather than adding support after the fact. In practice, it entails a shift in perspective and action. This approach transforms planning, methodology, and assessment, and calls for coherence in teacher training and school culture. Implementing UDL is key to aligning goals, knowledge, and competencies, ensuring the presence, participation, and progress of all students, and aiming for quality education.

0

Articles

Technologies in University Classrooms: Perspectives on Participation and Gender

The critical questions surrounding the use, approaches, benefits, and biases of technology in university classrooms oppening the II Conference of the PartyGen teaching network and the I Conference of the InnovaMedo teaching network at the Complutense University of Madrid (UCM). This event was dedicated to a critical reflection on innovation and technology in university teaching, with a central focus on participation and gender.

0

Articles

Understanding Natural Heritage to Protect Life: A Project Connecting Primary Education and Vocational Training

The current historical moment presents significant challenges for educational processes, especially if we understand education as a privileged space to foster thinking and action that help us make sense of the complex and ever-changing global world we live in. As Fernando Valladares (2023, p. 11) stated, “We are at war. With each other. With ourselves. With nature. We are drunk on technology and arrogance, convinced that our survival is assured, when it has never been more threatened than it is today.” In this context, education plays a central role in reshaping our relationship with nature and in helping us rethink our role as human beings within the web of life.

0

Articles

One planet, many views: young people with ASD explore Earth from space

Within the framework of the Science On a Sphere project, developed at the University of Salamanca and funded by the Spanish Foundation for Science and Technology (FECYT), a profoundly transformative educational experience was lived. In collaboration with the Fundaneed Foundation (https://fundaneed.es/), a group of children and young people with Autism Spectrum Disorder (ASD) actively participated in a guided tour of the exhibition focused on the Science on a Sphere, thus joining an educational proposal that combines scientific dissemination, cutting-edge technology and social commitment.

0

Articles

EXPECT_Art: Exploring and Promoting Critical Cultural Education in Schools and Their Communities

The European project EXPECT_Art promotes critical cultural education in schools and their communities by integrating artistic practices and participatory methodologies. It is based on the idea that culture is neither static nor neutral, but rather a construction open to questioning and social transformation—especially through the voices of young people and marginalized groups.

0

Articles

The Teaching Materials of Digital Childhood

This research, directed by Professor Manuel Area Moreira and Jesús Rodríguez Rodríguez and carried out by research groups from different Spanish universities (CRIE, EDULLAB, STELLAE, among others) has delved into the state of the art of production, distribution and pedagogical use in Early Childhood Education schools in the Spanish context. The research was carried out with a qualitative approach based on the performance of four complementary studies, the first focused on the analysis of the characteristics of the resources, the second on the representations and opinions of teachers and families regarding the potential and pedagogical usefulness of digital resources and materials for early childhood education, the third on the exploration of the use of digital materials or content in the classroom, and the fourth on the development and validation of a guide of best practice recommendations for the didactic use of these materials aimed at teachers and families.