REUNI+D

University Network for Research and Educational Innovation

Category: Articles

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Articles

How AI Is Leading Us Toward Deprofessionalization Through Cognitive Surrender: A Case from Background Research on Adolescents’ Relationships with Influencers

It is well known that artificial intelligence has been given free rein among our students, who have enthusiastically embraced it not only for their academic work, but also as a confidant, adviser, companion, therapist, and relationship counsellor. The impact that AI use is having on university teachers and researchers is equally well documented, as it is driving a radical transformation of their habits and professional practices in teaching and research (Robert, 2026; Zhao et al., 2026; Zawacki-Richter et al., 2019).

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Articles

The aConvive Project: Critical Digital Literacy and School Coexistence, Two Inseparable Areas of Learning

Let’s imagine a secondary school: all kinds of jokes, memes, and comments built from videos, photographs, and audio clips circulating publicly and exposing both teachers and students alike. This is no longer just about Instagram and TikTok. Many AI platforms are a goldmine for generating content that undermines respectful coexistence among peers. The collateral damage has become part of daily life, and often no one really knows who started the chain. When the alarms go off, the standard protocol kicks in, to restore order when the situation has already become unmanageable. Institutions, clearly overwhelmed by curriculum demands, planning, and bureaucracy, are no longer asking how to prevent it: the question is how to survive when everything blows up.

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Articles

Circling Back to AI. A look at its ethical dimension in educational institutions

Social perceptions of artificial intelligence (AI) are deeply shaped by the media and its often apocaliptic-toned narrative (Coeckelbergh, 2020), fostering the emergence of contrasting technophile–technophobe profiles. This informational distortion not only molds collective imagination (Morozov, 2013): it also permeates educational contexts, where technology, through lenses of fear or fascination, is frequently discussed, although rarely done through a critical, nuanced understanding of a phenomenon that carries both risks and promises…

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Articles

Technological scenography in the art classroom: live drawing, visual storytelling, and improvisation as a pedagogical tool

A researcher from the University of the Basque Country (UPV/EHU), member of the Elkarrikertuz research group, is conducting a research stay at the University of Madeira with the aim of exploring the potential of basic and mediating learning technologies in the visual arts. The project focuses on the use of the projector and document camera as mediating pedagogical devices that transform the classroom. In subjects related to art education, students draw while their graphic production is recorded in real time by the document camera and simultaneously projected for the rest of the group. While drawing, the artist narrates their decisions, turning the graphic act into a reflective process.

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Articles / Uncategorized

Digital platforms and child protection in schools: A perspective from the educational community

In recent years, education systems have experienced a remarkable acceleration in the incorporation of digital technologies, a process that intensified decisively during the COVID-19 pandemic. In the Spanish context, this period acted as a catalyst for a transition that was already underway, positioning digital platforms as essential elements for ensuring the continuity of school activity. The widespread adoption of these digital environments created new opportunities related to communication, management, and teaching, but it also raised significant questions about data protection, digital security, and, in particular, child protection.

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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).

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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.

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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.

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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.

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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.