On 19 and 20 January 2023, we organised at Disseny Hub Barcelona the conference “Imagining possible worlds: Potentialities, limits and frictions of speculative fiction in research and education”. In this meeting, we shared a space with colleagues from different institutions to think and carry out prefigurative politics. We consider this notion a set of practices and social relations that, in the present moment, “anticipate” the germs of a future society (Ouviña, 2013; Graeber, 2019). This proposal invites us to reconfigure what can be considered education and problematise who has the power to legitimise it. In this reconfiguration, we review in this paper two reports from international institutions that prefigure scenarios for school education. Secondly, we present some perspectives that open up the possibility of imagining futures from speculative fiction. And thirdly, we present some ideas of how speculative fiction can be embodied in the classroom not to represent worlds but to create them.

The importance of music education in particular and artistic education in general is beyond doubt, as it not only helps citizens to access and enjoy culture more fully, but also serves as a fundamental tool to inspire and encourage dialogue, respect, and tolerance among all members of the educational community. For that reason, at PedaLAB, the pedagogical laboratory of the University of Granada, we are working on several innovative and critical approaches to music education that primarily promote knowledge of the political, social, and cultural dimensions of music. This allows us, in the first place, to open up to new sound universes: new styles, genres and periods that are not generally part of the official curricula or of the teaching that is given, something that essentially contributes to broadening the cultural training of the students.

Engagement with Information and Communication Technologies (ICT) is reflected in the manifest behavior of students with the use of technologies, as well as by cognitive and motivational factors that favor ICT-mediated activities. Knowing some of the factors that influence this engagement is a tool for the design of resources and activities that improve student learning.