Abstract: Education from a Global Citizenship perspective is conceived as a process aimed at shaping critical citizens capable of rebuilding a fairer society. This transformative process cannot be understood without recognising the role of teachers. Consequently, this study analyses teachers’ perceptions of social and educational realities, identifying the changes that occur in their teaching practice following their participation in Global Citizenship Education (GCE) projects. Using a quantitative approach, a descriptive cross-sectional study and an inferential analysis were carried out using a questionnaire completed by 200 early years and primary school teachers in Aragón. The results show that teachers are sensitive to major social issues. After participating in GCE projects, they perceive themselves as more involved, committed and as agents of change. These changes are also evident in their practice, where age, experience and training in GCE influence practices of participation, coordination and synergies with the community. Transformative education becomes a challenge, in which teachers need support, coordination and training so that it translates into greater impact through socio-educational practice.
Las universidades deben actualmente avanzar hacia la justicia social y la promoción de ambientes educativos inclusivos. Para ello, es útil contar con instrumentos que permitan estimar el nivel de inclusión. Los objetivos de la presente investigación fueron adaptar uno de los cuestionarios del Índice para la Inclusión al contexto universitario y estimar el nivel de inclusión de una institución universitaria haciendo uso de la adaptación del instrumento. Mediante un proceso de validación de expertos y pilotaje, se validó el Cuestionario de Inclusión para la Educación Superior (CIES). Los resultados del análisis factorial revelan que el CIES respeta las dimensiones y secciones del instrumento en el cual se basa, y cumple con indicadores de validez y confiabilidad. Además, su aplicación permitió detectar fortalezas, debilidades y áreas donde había desconocimiento en la comunidad educativa, de las que damos cuenta en nuestros hallazgos. Como proyecciones del estudio, se propone que el instrumento diseñado sea aplicado a estudiantes y docentes en otras instituciones de educación superior con el fin de respaldar su validez. Además, se sugiere integrar la aplicación de grupos focales para profundizar sobre las barreras existentes en contextos de educación superior.
The documents that regulate or enact educational actions, whether at the local or global level, must take into account a integral perspective if they aim to guarantee quality education. For this reason, Sustainable Development Goal 4 (SDG 4) in the 2030 Agenda is analyzed from an axiological perspective, evaluating the values which are incorporated, and those omitted in its conception of “quality education”. The methodology applies the qualitative content analysis technique, allowing to address the three objectives: to identify the explicit and implicit values in SDG 4, to establish their hierarchy, and to determine their impact on educational systems. The results show that the 2030 Agenda prioritizes moral values, followed by instrumental values, with lesser representation of intellectual, social, and ecological values. The study highlights the absence of fundamental values for integral education: affective, individual, aesthetic, and religious values. Additionally, the low representation of ecological values is striking, considering that sustainability is a central pillar of the 2030 Agenda. Results raise questions about the person underlying model in SDG 4, and about the ability of this international framework to encompass all dimensions of human development.
La necesidad de preparar al alumnado para una sociedad global impulsa a revisar la práctica docente. Este estudio, de enfoque mixto, adapta al castellano la Teaching for Global Readiness Scale (TGRS), y analiza los factores que condicionan la enseñanza para el desarrollo de la Competencia Global (CG). En la fase cuantitativa, la escala fue administrada a profesorado de distintos niveles educativos (N = 326), junto a la subescala de CG personal, para respaldar su validez. En la fase cualitativa, se entrevistó a nueve docentes que ampliaron y explicaron los resultados. Los análisis confirman la coherencia estructural de la TGRS y muestran una fiabilidad sólida. La enseñanza para la CG se relaciona con la propia CG del profesorado. Se hallan diferencias estadísticamente significativas según dimensiones de la escala, especialidad y nivel educativo: el profesorado de Ciencias Experimentales obtiene puntuaciones más bajas; la Práctica Situada alcanza mayores puntuaciones en el nivel de Primaria; y la Alfabetización Crítica muestra los niveles más bajos en Educación Infantil. La dimensión de Experiencia Intercultural requiere atención en futuros estudios. Los resultados cualitativos confirman dificultades del profesorado de Ciencias para integrar esta enseñanza, aunque identifican experiencias viables y subrayan el carácter clave del trabajo interdisciplinar.
In the realm of education, less formal and structured environments, such as school playgrounds, are often the most overlooked. Despite this, what happens during recess significantly impacts students’ overall school experience, whether positively or negatively. Previous studies have shown that active participation in these spaces helps reduce social exclusion and fosters a greater sense of belonging. This article aims to contribute to the discussion about the role of school playgrounds, their potential, and the challenges they pose in promoting social inclusion among students, regardless of abilities, ethnic background, or socioeconomic status. Through focus groups conducted with members of the educational community (teachers, families, and social organizations), the study seeks to describe and analyze the functionality of playgrounds and explore possible improvements. Focus groups were held in Sevilla, Córdoba, and Jaén. The results reveal a general consensus on the importance of playgrounds, not only as spaces for rest but also as environments for acquiring social skills, resolving conflicts, and fostering tolerance and cooperation. However, widespread dissatisfaction with playground management was also evident, highlighting a lack of material and human resources dedicated to their improvement. The study underscores instances of rejection and social exclusion within school playgrounds.
