En el sistema educativo español se han promulgado dinámicas de cuasimercado que fomentan relaciones competitivas entre centros. Más allá de las acciones de gobierno, la investigación demanda indagar sobre las interpretaciones, las adopciones y el rol del profesorado en esta práctica. Este trabajo plantea comprender cómo percibe y responde el profesorado a las políticas de cuasimercado en el contexto de Andalucía (España). Se utiliza una metodología cualitativa y un enfoque interpretativo que emplea la entrevista en profundidad como técnica de recogida de información. Se analiza el relato narrativo de 75 docentes provenientes de 15 centros de Educación Secundaria Obligatoria. Los resultados proyectan tres categorías: 1) Un contexto profesional marcado por la competencia, incluso en casos que desarrollan interpretaciones críticas; 2) La centralidad de los resultados en el espacio de disputa de la escolarización, no exento de discrepancias; 3) El papel de la red concertada en las dinámicas de elección, descarte, segregación y diferenciación. Con ello, se discute el impacto de esta práctica en las nuevas ecologías organizacionales, en las racionalidades de trabajo y en las subjetividades docentes. Los hallazgos pretenden servir a los policy makers para revisar el modelo e impulsar una agenda de participación activa del profesorado en la formulación de políticas públicas.
En este artículo, basado en el proyecto TRAY-AP Trayectorias de aprendizaje de jóvenes universitarios: concepciones, estrategias, tecnologías y contextos (PID2019-108696RB-I00)”, abordamos la necesidad de traspasar las limitaciones del lógico-positivismo en la investigación educativa y social. Discutimos la complejidad de captar y comprender cómo los jóvenes viven y conciben el aprender, entendido como un proceso dinámico, relacional y corporeizado. Configurada como una investigación inclusiva y participativa, invitamos a cincuenta estudiantes universitarios a elaborar con ellos, no sobre ellos, sus trayectorias de vida de aprendizaje, utilizando entrevistas, narrativas biográficas y métodos visuales. Desde un enfoque onto-ético-epistemológico, analizamos en profundidad tres historias de vida de aprendizaje de colaboradores con quienes las autoras de este artículo han trabajado directamente y que han elegido utilizar métodos visuales para plasmar sus trayectorias. Las visualizaciones articuladas al diálogo entre colaboradores y investigadoras posibilitaron la reorganización de experiencias y la comprensión del aprendizaje como un entramado de relaciones, tecnologías, instituciones, tensiones y deseos. Los métodos visuales facilitaron la expresión de dimensiones afectivas y contextuales del aprender que no siempre afloran en el discurso verbal. El estudio evidencia la diversidad del estudiantado y la potencia de los métodos visuales. Se discuten también las limitaciones y nuestra autorreflexividad como docentes universitarias e investigadoras.
El estudio analiza el impacto del uso del móvil en el rendimiento académico desde la perspectiva del alumnado en Cataluña. En un contexto de creciente uso de dispositivos móviles desde edades tempranas, se busca comprender cómo estos influyen en el aprendizaje. Se utilizó una metodología mixta, recabando cuestionarios de más de 11.000 estudiantes, analizados mediante técnicas estadísticas no paramétricas. Los resultados revelan que el uso intensivo del móvil se asocia a un menor rendimiento académico, especialmente cuando se utiliza en momentos clave como antes de dormir, al comer o durante la interacción social. Asimismo, el alumnado que recibe advertencias por uso excesivo o muestra emociones negativas al no tener el móvil tiende a obtener peores calificaciones. No obstante, también se constatan percepciones positivas cuando el móvil se utiliza con fines educativos regulados. Se concluye que, aunque el uso del móvil no es la única causa del descenso en el rendimiento, su uso indiscriminado afecta negativamente al aprendizaje. Se propone implementar normativas claras y programas de formación para un uso responsable en el entorno escolar.
La innovación educativa es un proceso complejo que ha sido ampliamente abordado por la literatura desde distintas perspectivas. No obstante, son escasos los estudios que analizan la innovación educativa integrando la perspectiva directa y plural de los agentes implicados en los centros escolares. Esta investigación tiene como objetivo analizar los factores que facilitan o dificultan la innovación educativa desde la voz de dichos agentes. Para ello, se realizó una scoping review en las bases de datos Scopus y Web of Science. De una muestra inicial de 1.253 publicaciones, tras aplicar los criterios de inclusión y exclusión, se seleccionaron 70 estudios para su análisis. Los resultados permiten identificar tres categorías de factores: personales, institucionales y procesuales, y evidencian el papel central del profesorado y de los equipos directivos como impulsores de la innovación. Además, se observa, la escasa presencia de otros actores relevantes como el alumnado y las familias. Estos hallazgos sugieren que la innovación educativa continúa construyéndose desde una lógica profesional y organizativa más que comunitaria. Esto tiene implicaciones prácticas y plantea la necesidad de avanzar hacia enfoques más inclusivos de la innovación que incorporen de forma efectiva la diversidad de voces de la comunidad educativa.
El Estado de Ceará (Brasil) destaca por el mejoramiento de los aprendizajes de sus estudiantes. Contribuye a estos resultados el Programa de Aprendizaje a la Edad Adecuada (PAIC) que introduce cambios para la enseñanza de la lengua portuguesa. ¿Cuál es el efecto de esta política en la gestión del tiempo y en las prácticas de aula? Para la respuesta se observaron aulas de 2. ° y 3. ° año de Enseñanza Fundamental (N=38 estudiantes) de una escuela pública de Fortaleza (capital del Estado) exitosa en aprendizajes y situada en territorio vulnerable. Se utiliza el método Stallings, registros cualitativos de observación y entrevistas abiertas a 8 profesoras y 2 directivos. Se observa que el 80% de las unidades de tiempo observadas está centrado en actividades académicas. Los materiales didácticos más utilizados son los distribuidos por el PAIC. Las clases tienen una estructura clara, existe un buen clima socio emocional, los diálogos e interacciones captan la atención y participación de la mayoría de los estudiantes. Los resultados son positivos al compararlos con otros estudios en Brasil y América Latina. El estudio de casos demuestra escuelas públicas pueden contrarrestar el efecto de la vulnerabilidad social. Se recomienda estudios comparativos más amplios en casos y participantes.
The implementation of Value-Added (VA) models is becoming a central instrument in educational evaluation and public policy guidance. Studying these models in diverse contexts provides valuable insights into their application and impact. This systematic review examines the use of VA models in educational systems across Ibero-American countries. Following the PRISMA protocol, empirical studies estimating VA are identified and analyzed across four dimensions: objectives, methodology, variables used, and main findings. Most studies focus on assessing school and teacher effectiveness, and rely on two-level multilevel models with standardized test scores as outcomes, and consistently show that family, school, and socioeconomic factors shape student performance, while also revealing a scarcity of emotional or alternative educational indicators and limited regional collaboration, as well as the need to incorporate broader performance measures such as grade repetition and dropout. Overall, the review indicates that VA models are useful for evaluating educational effectiveness in Ibero-America, but their potential remains limited by methodological heterogeneity and a narrow geographic scope, highlighting the need for advances that ensure more robust and comparable evidence across the region.
Este artigo analisa como as lideranças de escolas públicas do ensino não superior, em Portugal, implementam as políticas de educação inclusiva, identificando tendências e desafios. Adotou-se uma abordagem qualitativa, alicerçada na análise de conteúdo de 106 relatórios (2023/2024) da Inspeção-Geral da Educação e Ciência, produzidos no âmbito do Programa de Avaliação Externa das Escolas. A codificação, com apoio do MAXQDA, centrou-se no domínio “Liderança e Gestão” e nas categorias: classificações obtidas, pontos fortes e áreas de melhoria. Observou-se um cenário globalmente positivo, com predomínio de classificações de Muito Bom e Excelente. Entre os pontos fortes, destacam-se a liderança transformadora e democrática, os projetos e parcerias, bem como a orientação para a qualidade das aprendizagens. Nas áreas de melhoria, sobressaem os documentos orientadores e a gestão de recursos humanos. Conclui-se que a ação das lideranças é determinante para práticas inclusivas bem-sucedidas e sustentáveis. Os resultados devem ser interpretados tendo em conta as limitações de um estudo de análise documental e o recorte temporal considerado
Exclusionary punitive discipline practices and ability grouping have been identified as key manifestations of intra-school exclusion and segregation. However, in Chile, there is limited understanding of the relationship between these practices and the influence of individual, family, and school characteristics. This study employs a three-level multilevel analysis using a nationally representative sample to examine this relationship. The results of a logit model revealed that certain individual and family characteristics, such as school suspension and parents' perception of the school as irrelevant, increase the likelihood of exclusion by two to five times. Conversely, being female, having a higher attendance rate, and having parents with high expectations of the school's role reduce these probabilities. School-related factors associated with an increased likelihood of exclusion included a higher proportion of suspended students and immigrant students. A better school climate was the only factor that consistently reduced these probabilities. The findings are discussed in light of cultural habitus, highlighting how differences between family and school expectations influence the experience of student exclusion.
Previous research shows that access alone is not enough to ensure the expected benefits of Early Childhood Education. Therefore, this paper analyses different conditions of educability following the growth of enrolments rates in Spanish 0-3 Early Childhood Education. It is essential to deeply understand this issue, particularly in a context characterised by a diversity of providers, with a slight dominance of private provision. By comparing two 0-3 networks – a public municipal network in Barcelona-Catalonia and a private one in Andalusia – the paper reveals how the ownership and management of schools can affect the unequal development of five dimensions of quality at this stage: staff training and working conditions, team coordination, and the treatment offered and allowed to families. The results come from two case studies with a qualitative strategy: 39 interviews. Public schools would demonstrate superior conditions in terms of educability across the five dimensions. However, what this article achieves is, first, to broaden perspectives on quality by analysing the experiences of professionals in schools and, second, to reveal some factors and interdependencies that give rise to differences in quality between public and private establishments that other studies have already attempted to measure
The presence of mobile phones in secondary schools is a subject of ongoing debate among various educational stakeholders. Spanish national regulations allow autonomous communities to establish their policies regarding mobile phone use, with some delegating this responsibility to individual schools, enabling them to set their own rules. Prohibition has become the predominant measure. This study aims to analyze the effects of prohibition policies on academic performance within an educational institution. To this end, data from a public secondary school in a town in Asturias (Spain) were examined over two consecutive academic years: 2022/23 (regulated use) and 2023/24 (prohibition). The analysis includes an examination of the perceptions of students (N = 284), their families (N = 234), and teachers (N = 43) regarding academic performance following the prohibition, as well as an assessment of students' final grades over the two academic years (N = 553 and 547, respectively). The results indicate that the prohibition has not led to an improvement in students' grades, although families and teachers perceive the measure more positively than the students themselves. These findings call into question the effectiveness of prohibition as a strategy for enhancing students’ academic performance.
La integración de la Inteligencia Artificial (IA) en las tareas académicas universitarias está dando forma a una nueva era en la Educación Superior. Este articulo pretende dar respuesta a: ¿cuál es el uso que le dan los estudiantes universitarios a la IA en educación?, ¿cuál es la frecuencia de uso semanal? y ¿qué tipología de IA conoce y usa? El objetivo de la investigación es analizar de manera crítica el uso (IA) como herramienta de y para el aprendizaje. El diseño de la investigación es cuantitativo con análisis descriptivo e inferencial, mediante la aplicación IBM-SPSS, versión 28. Participan 610 estudiantes de Grado y Másteres de universidades públicas españolas. Los resultados inciden en el uso de la IA para acceder a recursos y obtener respuestas rápidas y al desconocimiento y uso de sistemas de tutoría inteligente. Con los hallazgos se evidencia la necesidad de seguir indagando en el significado del aprendizaje asistido por IA, con foco en estudios prácticos y centrados en la retroalimentación del estudiantado para guiar la comprensión y análisis crítico de los trabajos académicos. Se concluye que el uso de la IA para su plena explotación pedagógica está supeditada a una alfabetización digital.
Value-added studies in education allow, among other aspects, to evaluate the impact of educational institutions on student learning. Although there are different ways to measure added value, multilevel statistical models present a useful alternative. For this research, a sample of 40314 students grouped in 502 schools belonging to 22 departments of Colombia was analyzed. The longitudinal datasets come from standardized tests applied at two different points in time, with which mixed linear models were built that allowed estimating the added value for each school. The results indicate that private schools tend to have a higher added value than public schools. On the other hand, in 47% of the schools analyzed, a positive added value was estimated. In schools with high and low added value, there is an opportunity to deepen the analysis in relation to administrative, pedagogical and curricular aspects that are having effects on the development of student learning. Besides, key points of reflection about the measurement and evaluation mechanisms developed by the government are presented, emphasizing the limitations derived from the structure of the education system in Colombia.
The incorporation of artificial intelligence into education is transforming teaching and learning processes, generating the need to understand how students perceive and accept these new technologies. The purpose of this study was to evaluate the acceptance of ChatGPT among university students. The research included 254 students, mostly between 18 and 20 years old. Using an ex post facto methodology, the relationships between the variables of the UTAUT2 model were analyzed to examine the acceptance of ChatGPT, using a questionnaire based on Strzelecki & ElArabawy (2024) to collect data on perceptions and behaviors. The results show that the model's dimensions have a significant impact on usage behavior, and that students who use ChatGPT more frequently tend to perceive it as a more useful and user-friendly tool. These findings highlight the importance of promoting the integration of artificial intelligence into educational settings. However, this growing reliance on AI-based tools also raises critical questions about the potential effects on the development of critical thinking, student autonomy, and equity in access to technology, opening a necessary debate on how to balance technological innovation with ethical and reflective training in education. It is concluded that tools like ChatGPT not only influence the academic field but also contribute to the social and cultural transformation in which they are immersed.
This study analyzes the impact of mobile device use on academic performance from the perspective of students in Catalonia. In a context of increasing use of mobile devices from early ages, the study seeks to understand how these influence learning. A mixed methodology was used, collecting questionnaires from more than 11,000 students, analyzed using nonparametric statistical techniques. The results reveal that intensive mobile device use is associated with lower academic performance, especially when used at key moments such as before bedtime, at mealtimes, or during social interaction. Furthermore, students who receive warnings for excessive use or display negative emotions when not having their phone tend to obtain lower grades. However, positive perceptions are also found when mobile devices are used for regulated educational purposes. The study concludes that, although mobile device use is not the only cause of decreased performance, indiscriminate use has a negative impact. The study proposes implementing clear regulations and training programs for responsible use in the school environment.
Educational innovation is a complex process that has been widely examined in the literature from multiple perspectives. However, there remains a lack of studies that analyse educational innovation by integrating the direct and plural perspectives of the actors involved in school contexts. The aim of this research is to examine the factors that facilitate or hinder educational innovation from the voices of these stakeholders. To this end, a scoping review was conducted using the Scopus and Web of Science databases. From an initial sample of 1,253 publications, 70 studies were selected for analysis after applying the inclusion and exclusion criteria. The findings reveal three main categories of factors -personal, institutional, and procedural-and highlight the central role of teachers and school leadership teams as key drivers of innovation. In contrast, the presence of other relevant actors, such as students and families, is notably limited. Overall, these results suggest that educational innovation continues to be shaped primarily by professional and organisational logics rather than by a community-oriented approach. This has important practical implications and points to the need to move towards more inclusive models of innovation that effectively incorporate the diversity of voices within the educational community. .
The state of Ceara (Brazil) stands out for improving student learning. Contributing to these results is the Age-Appropriate Learning Program (PAIC), which introduces changes and resources for teaching the Portuguese language. What is the effect of this policy on time management and classroom practices? To answer this question, we observed 2nd and 3rd grade classrooms (N = 38 students) at a public school in Fortaleza (the state capital) that is successful in learning and located in a vulnerable area. The Stallings method, qualitative observation records, and open interviews with eight teachers and two administrators were used. It was observed that 80% of the time units observed were focused on academic activities. The most widely used teaching materials were those distributed by PAIC. A good socio-emotional climate was observed, and teachers captured the attention and participation of most students. The results are positive when compared to other studies in Brazil and Latin America. Classes have a clear structure, and teachers are focused on learning. It is demonstrated that a public school can counteract the effect of social vulnerability.
This article, based on the TRAY-AP project "Learning trajectories of young university students: conceptions, strategies, technologies and contexts (PID2019-108696RB-I00)", addresses the need to overcome the limitations of logical positivism in educational and social research. We discuss the complexity of capturing and understanding how young people experience learning, understood as a dynamic, relational, and embodied process. Configured as inclusive and participatory research, we invited fifty university students to work with them, not on them, to develop their life learning trajectories, using interviews, biographical narratives, and visual methods. From an onto-ethical-epistemological approach, we analysed in depth three learning life stories from collaborators with whom the authors of this article have worked directly and who have chosen to use visual methods to design their trajectories. The visualisations articulated in the dialogue between collaborators and researchers enabled the reorganisation of experiences and the understanding of learning as a network of relationships, technologies, institutions, tensions, and desires. Visual methods facilitated the expression of affective and contextual dimensions of learning that do not always emerge in verbal discourse. The study highlights the diversity of the student body and the power of visual methods. The limitations and our self-reflexivity as university lecturers and researchers are also discussed.
This article analyses how leadership in public non-tertiary schools in Portugal implements inclusive education policies, identifying trends and challenges. A qualitative approach was adopted, based on content analysis of 106 reports (2023/2024) by the Inspectorate-General of Education and Science, produced within the scope of the External Evaluation of Schools Programme. Coding, with the support of MAXQDA, focused on the "Leadership and Management" domain and on the categories: ratings obtained, strengths, and areas for improvement. An overall positive picture was observed, with a predominance of Very Good and Excellent ratings. Among the strengths, transformational and democratic leadership, projects and partnerships, as well as an orientation towards the quality of learning, stand out. In the areas for improvement, guidance documents and human resources management are prominent. It is concluded that leadership action is crucial for successful and sustainable inclusive practices. The results should be interpreted considering the limitations of a documentary study and the time frame considered.
The Spanish education system has enacted quasi-market dynamics that foster competitive relationships between schools. Beyond government actions, research calls for investigation into the interpretations, adoptions, and role of teachers in this practice. This study aims to understand how teachers perceive and respond to quasi-market policies in the context of Andalusia (Spain). A qualitative methodology and an interpretative approach are used, employing in-depth interviews as a technique for gathering information. The narrative accounts of 75 teachers from 15 compulsory secondary schools are analysed. The results project three categories: 1) A professional context marked by competition, even in cases that develop critical interpretations; 2) The centrality of results in the contested space of schooling, not without discrepancies; 3) The role of the subsidised network in the dynamics of choice, rejection, segregation and differentiation. This raises questions about the impact of this practice on new organisational ecologies, work rationalities and teaching subjectivities. The findings are intended to help policy makers review the model and promote an agenda of active teacher participation in public policy formulation.
The incorporation of artificial intelligence into education is transforming teaching and learning processes, generating the need to understand how students perceive and accept these new technologies. The purpose of this study was to evaluate the acceptance of ChatGPT among university students. The research included 254 students, mostly between 18 and 20 years old. Using an ex post facto methodology, the relationships between the variables of the UTAUT2 model were analyzed to examine the acceptance of ChatGPT, using a questionnaire based on Strzelecki & ElArabawy (2024) to collect data on perceptions and behaviors. The results show that the model's dimensions have a significant impact on usage behavior, and that students who use ChatGPT more frequently tend to perceive it as a more useful and user-friendly tool. These findings highlight the importance of promoting the integration of artificial intelligence into educational settings. However, this growing reliance on AI-based tools also raises critical questions about the potential effects on the development of critical thinking, student autonomy, and equity in access to technology, opening a necessary debate on how to balance technological innovation with ethical and reflective training in education. It is concluded that tools like ChatGPT not only influence the academic field but also contribute to the social and cultural transformation in which they are immersed.
