The effective implementation of experiential learning in higher education has been seen as a transformative alternative to its curriculum for teaching and learning dynamics and as responsive to the complexities of 21st-century education. However, the implementation of experiential learning presents various barriers, including the lack of adaptation to learning styles, unclear technological roles, infrastructure limitations, challenges in integrating learning with teaching practices, and concerns about the impact on face-to-face education. This analytical article explores how artificial intelligence (AI) can address these barriers and unlock the transformative potential of experiential learning. It examines how AI systems can personalize curricular experiences, define clear roles, provide virtual infrastructure, facilitate integration with teaching practices, and mitigate risks in safe virtual environments. By addressing these obstacles, AI enables institutions to offer more engaging, effective programs aligned with labor market demands, thus better preparing students with essential 21st-century skills.
This article examines the 1960s as a pivotal decade in shaping global education governance. Drawing on archival sources and historical analysis, it explores the role of international conferences and organizations in fostering collaboration, negotiation, and contestation within the education policy landscape. The study takes an empirical starting point in the annual International Conferences on Public Education (ICPE), which by 1962 had expanded to include other intergovernmental organizations, such as the Organisation for Economic Co-operation and Development (OECD). These conferences played a crucial role in shaping educational discourse while also reflecting broader geopolitical struggles. During this period, tensions emerged between the International Bureau of Education (IBE)’s interdisciplinary and universalist ideals and external pressures, culminating in its integration into the United Nations Educational, Scientific and Cultural Organization (UNESCO) in 1969. Simultaneously, the OECD strengthened its role in education policy, introducing new methodologies, such as systems theory and educational planning. These developments marked both continuity and transformation, as emerging tools and technologies reconfigured the governance of global education. By examining the role of knowledge exchange and how intergovernmental organizations position themselves strategically, this article contributes to our understanding of how the 1960s shaped contemporary global education governance, highlighting the enduring influence of this formative decade. Through a historical and sociological approach, it offers insights into the origins of current challenges in global education governance and underscores the relevance of this period for contemporary debates on the future of education globally.
The article aims to validate and scale the Inclusive Education Implementation Questionnaire (Cuestionario sobre la implementación de la educación inclusiva, CIEI) on teacher professional performance in terms of knowledge, beliefs, and actions in their daily work. There were 7,178 in-service teachers from 19 different countries who participated in this study. The questionnaire consisted of 48 self-assessment items on the implementation of inclusive education, organized into eleven factors and three dimensions. For validation and scaling, we used confirmatory and robust unweighted least squares factor analysis techniques. The results show optimal scientific guarantees under the criterion of parsimony, and we create rating scales that indicate the relevance of the common variables and parameters identified in different educational scenarios for future research, such as age, gender, teaching experience, educational level where the teacher works, number of pupils in the classroom, and socioeconomic backgrounds of the pupils. In addition, the study includes a general rating scale for non-specified teachers.
UNESCO recently issued a new global report in which it considered a new social contract that updates the organization’s discourse on the teaching profession. This research study therefore pursues two goals: on the one hand, analysis of the discourse in the UNESCO’s two latest reports (1996, 2021), and on the other hand, identification of the role played in them by the main characteristics of teaching. This involved two complementary methodologies: content analysis and critical discourse analysis. The two reports were analyzed using MAXQDA Analytics Pro2022 software, with reference to the study by Donaire Gallardo et al. (2022), which described the main characteristics of teaching policies. This revealed a change in discourse in the latest UNESCO report, with a humanist approach prevailing over a functionalist one, and with teachers considered to be the key stakeholders in policies for developing the new social contract in question.
