Articles publicats en revistes (Didàctica i Organització Educativa)

URI permanent per a aquesta col·leccióhttps://hdl.handle.net/2445/16624

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Educating for Diversity: Intercultural and Inter-Religious Sensitivity in Early Childhood and Primary School Teachers in Training at the University of Barcelona
(MDPI, 2025-02-14) Quirós Domínguez, Carolina; Ormaechea-Otalora, Ana Valeria de; Ferré Tobaruela, Mónica; Lorenzo Ramírez, Núria
This study analyses the development of intercultural and interreligious sensitivity in pre-service teachers on the Early Childhood and Primary Education degrees at the University of Barcelona. Using a mixed approach, the research combines the collection and analysis of quantitative data on a validated self-perception scale and the qualitative perspective of a reflective activity inspired by Deardorff’s storytelling circles. In its quantitative phase, the study involved 290 students, and the results showed medium to elevated levels of self-perceived sensitivity, influenced by factors such as gender and previous intercultural experiences. The qualitative phase involved 84 pre-service teachers and consisted of the shared analysis of a short film on discrimination, highlighting the participants’ capacity for critical reflection and their ability to engage in meaningful dialogue about diversity and inclusion. These results emphasize the importance of integrating intercultural and interreligious training into teaching programmes to prepare future educators for the challenges of increasingly diverse classrooms. The study highlights the transformative role of educators as agents of change in promoting inclusive school environments and highlights the need for innovative pedagogical approaches to develop these competencies.
Educar des de la commoció i les narratives per promoure la comprensió, l’autonomia i el compromís
(Diputació de València, 2023) Lorenzo Ramírez, Núria; Ferré Tobaruela, Mónica
Es planteja l'abordatge d'un "wicked problem" com la discriminació i el racisme per raons identitàries mitjançant l'eina educativa "Stories that Move". A través de "storytelling", "blended learning" i "visible thinking", es busca fomentar la comprensió, l'autonomia, la tolerància, la consciència social, el pensament crític, la participació activa i valors democràtics. Les conclusions obren un debat sobre com el capitalisme afecta a la democràcia i les cures, i com afrontar aquest problema educativament. Es qüestiona si l'activisme és viable des de l'acadèmia i es reflexiona sobre les seves implicacions.
Stories that Move with Pedagogy students at the University of Barcelona: experience and research regarding self-education, coeducation and alter-education
(Societat Catalana de Pedagogia, 2024) Aneas Álvarez, María Asunción; Lorenzo Ramírez, Núria; Ferré Tobaruela, Mónica; Aroca Sero, Anna Maria
This article presents the experience with the implementation of the project Stories that Move (StM) in the Pedagogy degree course of the University of Barcelona (UB) together with the research that was consequently carried out. The aim is to introduce and to explore the tool involved and to collect narrative information in order to assess whether the proposal is ecopedagogical. Students analyse the tool and produce a narrated study. The student narratives are analysed qualitatively with the NVivo program. The analysis shows that StM allows us to work on issues related to self-education, coeducation and alter education. The students’ narratives, the theoretical framework underpinning ecopedagogy and the tool itself aimed to fight discrimination show that work is urgently needed on this matter to achieve the Sustainable Development Goals and to train critical, empowered youth committed to society and to the land they live in. According to our results, the narratives show that StM adopts an ecopedagogical approach. The building of educational proposals focused on self-education, co-education and alter education is effective in addressing identity issues and in harmonizing the individual, social and natural dimensions. The limitations on study imposed by the short time available and the structure of higher education are also discussed.
Designing Ethical and Inclusive Voice Assistants Through Co-creation with Older Adults
(Taylor & Francis, 2025-06-03) González González, Carina Soledad; Violant, Verónica; Colombo Ruano, Lorena; Rodríguez Silva, Carlota
Voice assistants are becoming increasingly significant in promoting active aging and digital skills to utilise these technologies fully. This study investigates the acceptance of standalone voice-only assistants among digitally competent older adults in Spain. Besides, it identifies features deemed significant by older adults, providing insights for designers of voice assistants. The research addresses three key questions: the impact of the co-creation process on technological acceptance, factors influencing adoption, and ethical considerations in developing voice-only assistants for older adults. The method employed was an exploratory mixed-methods design in an online co-creation process comprising three stages: an initial session for familiarisation, a game-based co-creation session utilising the Activity Design Cards Toolkit to extract primary requirements for prototype design considering ethics and inclusive values, and a final session to evaluate and refine the prototypes. Findings indicate that the co-creation process significantly enhances technology acceptance among older adults with high digital competence.
Cocreation strategies for relevant planning in basic education mapped in Latin America and Europe
(Editora da UNESP, 2025) Zwierewicz, Marlene; Violant, Verónica
Teaching planning is a process that involves decisions about pedagogical practice that interfere with students' learning and development. Its elaboration can follow a linear model or bring education closer to the real demands of society. Considering the relevance of the second planning framework, results are presented from a panoramic review of articles published between 2019 and 2024 in the American Psychological Association (APA PsycNET) database, with the aim of mapping strategies to disseminate relevant planning in studies carried out in Latin American and European countries. Among the results, strategies were identified for the cocreation of teaching plans linked to local and global demands and that express a multidimensional and complex perspective of knowledge, such as using activities that focus on the development of reasoning based on contexts and the establishment of relationships that simultaneously promote student learning and well-being.
Formación digital del profesorado en Cataluña (España) y Chile: ¿Cómo se dice que se forma a los futuros docentes y cuál es la autopercepción sobre su formación?
(Asociación para el Desarrollo de la Tecnología Educativa, 2025-12-22) Moreno-González, Ainara; Herrera Urízar, Gustavo; Gamboa-Cordero, Yeny
Durante los últimos años, diversos estudios han analizado el papel de la tecnología digital en las aulas del mundo, indagando también en el rol del profesorado. En este sentido, se ha definido el concepto de Competencia Digital Docente y con ello, diferentes marcos reguladores para la implementación de tecnologías digitales en el aula. En este contexto, el presente artículo tiene como objetivo comparar las percepciones del profesorado en formación inicial de distintas universidades de Cataluña (España) y Chile respecto a su competencia percibida en el uso de tecnologías digitales en la educación. Para ello, se ha llevado a cabo una investigación de corte mixto. Por un lado, se ha realizado un análisis documental de un total de 6 documentos, tanto políticos como curriculares. Por otro lado, se realizó un análisis estadístico descriptivo y comparativo de una muestra de 112 participantes en el cuestionario SELFIE for TEACHERS. Tras ello, los principales resultados del estudio muestran tanto convergencias como divergencias en cuanto al Marco Europeo para la Competencia Digital Docente y los diferentes planes docentes de las asignaturas universitarias en formación inicial docente. Este hecho, se corrobora, además, tras el análisis estadístico a través de la aplicación del cuestionario SELFIE for TEACHERS.
Quality of Life and Cognitive Function in Pediatric Patients Undergoing Surgery for Heart Diseases: A Rapid Systematic Review and Meta-Analysis
(Forum Multimedia Publishing LLC., 2025-09-26) Violant, Verónica; Muñoz Violant, Sarah; Serra Masmitjà, Clàudia; Rodríguez Allué, Manuel José
Background: Scientific attention is increasingly being drawn to the emotional impact and neurodevelopmental difficulties experienced by children and adolescents with heart disease. Therefore, this article aimed to review the literature from the last decade on health-related quality of life (HR-QoL) and cognitive functions (CFs) in children and adolescents with heart disease, highlighting its implications for these populations. Methods: This rapid systematic review and meta-analysis were conducted using the Web of Science (WoS) database. We used the Scale for the Assessment of Narrative Review Articles (SANRA) as a quality control check and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. Two meta-analyses were conducted to synthesize intelligence quotient (IQ) and QoL outcomes using data extracted from eligible studies. Random-effects models, Hedges’ G or mean differences, and I2 statistics derived from Cochran’s Q were applied to assess effect sizes and between-study heterogeneity. Results: A total of 133 articles were identified, and 23 were eligible. The main results suggested a relationship between the characteristics and consequences of heart disease and neurodevelopment, which influence QoL and functional areas. The meta-analysis revealed a significant decrease in total IQ in patients compared to controls. We also found that the psychosocial QoL of the patient was significantly lower than the physical QoL. Conclusions: Neurodevelopment and QoL are fundamental aspects that must be addressed in a preventive manner.This review responds to the challenges faced by children and adolescents with congenital heart disease (CHD) who have undergone one or more surgical interventions, particularly regarding neurodevelopmental outcomes and executive function deficits, as examined through cohort and cross-sectional studies. However, a critical gap remains in the literature regarding longitudinal studies that evaluate the impact of short-, medium-, and long-term interventions specifically designed for this population.
The Interface Between Inclusion and Creativity: A Qualitative Scoping Systematic Review of Practices Developed in High School
(MDPI, 2025-09-25) Regina Zluhan, Mara; de Souza Corrêa, Shirlei; Zwierewicz, Marlene; Violant, Verónica
Inclusive education is a legal right, and its origin is linked to human rights, which has estab-lished a resonance in global movements. In this study, we analyzed inclusive pedagogicalpractices that favor creativity in the high school context. We chose to carry out a qualitativescoping systematic review and defined the inclusion and exclusion criteria in advance toguide the team’s work. We selected articles from the Web of Science database on 14 April2025 (registration: INPLASY202570121; (registered 30 July 2025)), and we performed aquality control check on the reporting using the PRISMA-ScR checklist. We establishedthe timeframe between 2008 and 2025 and identified 368 articles, of which 25 were cho-sen for this study. The data were analyzed with the support of Rayyan and VOSviewersoftware (version 1.6.20). The findings demonstrate a wide range of practices developedacross diverse high school contexts employing multiple strategies that advance an inclusiveperspective. Moreover, among these strategies, several explicitly foster creativity throughvaried resources, collaborative work, and the use of assistive technologies. Overall, thearticles show a significant convergence around multifaceted approaches that design andimplement innovative strategies to address student diversity.
L’ús del català als articles en la Revista d’Innovació i Recerca en Educació: una anàlisi crítica
(Societat Catalana de Pedagogia, 2025-11-03) Martínez Olmo, Francesc; González Catalán, Felipe Ignacio
L’ús del català en la publicació científica és essencial per mantenir la diversitat lingüística i preservar les llengües minoritàries. Publicar en català, especialment en àmbits com la innovació i la recerca educativa, com fa la Revista d’Innovació i Recerca en Educació (REIRE) de la Universitat de Barcelona, ofereix avantatges com la connexió amb la comunitat local i la normalització del català en la ciència. L’objectiu d’aquest article és explorar els avantatges i reptes de publicar en català, especialment en el camp de la innovació i la recerca en educació, descriure com ha evolucionat la freqüència del seu ús i discutir algunes possibles propostes. Des del 2008, REIRE ha publicat 300 articles, amb un 22 % en català. Tot i una tendència negativa en l’ús del català des del 2012 en aquesta revista, hi ha hagut repunts puntuals que indiquen un interès continuat per part dels autors. Per revertir aquesta situació, és necessari promoure estratègies de suport institucional per augmentar la presència del català en la publicació científica, incloent-hi, per exemple, l’ús de traducció automàtica per millorar l’accessibilitat i la visibilitat internacionals, tot i la limitació en la precisió de la traducció, especialment pel que fa al context cultural.
Victimización infantil: Análisis de casos consultados por familiares y profesionales en una asociación española
(Huygens Editorial, 2025-05-06) Prous Trigo, Paloma; Greco, Ana Martina; Segura, Anna
El presente estudio analiza los contactos de informantes sobre sospechas de victimización infantil con una asociación gallega (AMINO.Gal, España), que ofrece asesoramiento legal y/o psicológico. Para ello, se describen y comparan dos submuestras de informantes, 79 profesionales y 58 familiares relacionados con la infancia, que contactaron con la asociación para resolver sus dudas sobre cómo afrontar un potencial caso de victimización infantil. Se analizan los datos recogidos a través de información sociodemográfica de las personas que contactaron con la asociación, la descripción de las potenciales víctimas y el tipo de asesoramiento solicitado. Los resultados muestran que la mayoría de los casos por los que contactan familiares y profesionales son potenciales víctimas de violencia sexual. Los profesionales demandan más frecuentemente recursos psicológicos frente a los familiares (86,2% vs. 59,5%; χ(1) = 11,545; p = <,001), mientras los familiares expresan necesitar mayormente asesoramiento legal (69,62% vs. 46,6%; χ(1) = 7,407; p = <,001). Estos resultados nos permiten conocer las necesidades y demandas más frecuentes de los profesionales relacionados con la infancia y familiares ante un posible caso de victimización infanto-juvenil, con la finalidad de orientar acciones a nivel de formación, intervención temprana y prevención.
El desvetllament en educació o l’educació com a esvaïment
(Diputació de València, 2024-12-30) Díaz Fernández, Gloria
Estem embolicats en un món de paradigmes, sembla que no podem partir de cap altre lloc que no siga el de categoritzar, dir des d’on partim i en quin paradigma o des de quin paradigma ens situem o ens trobem. Sobretot, en aquest intent de compartir significants, de compartir sentits, de compartir, també, un llenguatge que ens pot ajudar a captar la complexitat dels aspectes que des de l’estatut epistemològic del paradigma ens porten o ens poden portar a comprendre-deduir, de manera molt diferent, quin és el nostre punt de partida. Per això, des d’eixa manera en la qual Agamben (2010) ens situa i ens parla del paradigma, la interpretació que fa del paradigma, i arreplegant el que ell diu, ens portaria a discernir la distinció primera entre exemplar de exemplum: “(…) s’aprecia amb els sentits indica el que hem d’imitar (…) el segon exigeix, (…) una valoració més complexa (…) i té un significat sobretot moral i intel·lectual” (p. 24). En aquesta línia d’interpretacions Agamben col·loca en el paradigma foucaultià aquesta possibilitat de ser “les dues coses al mateix temps no sols exemplar i model (…) sinó també i sobretot exemplum que permet reunir enunciats i pràctiques discursives en un nou conjunt intel·ligible en un nou context problemàtic” (p. 24). A la recerca d’aquestes possibles problematitzacions ens trobem amb la reducció a una temporalitat i, a la classificació i estar en el món, en relació amb el nostre moment històric, al nostre temps viscut. És en aquestes classificacions des de les quals se’ns assignen espais i temps ja definits i, que no ens permeten res més que una remissió a nosaltres mateixos. En aquesta determinació dels temps, i dels espais, ens trobem embolicades en una gran confusió, des de l’imaginari social pertanyem a uns grups d’edat capturades en unes imatges, en unes pràctiques socials que creen estereotips i classificacions normalitzants.
Unveiling teachers’ work preferences: A conjoint experiment on the implications of school governance reform across three countries
(Elsevier, 2024-08-01) Levatino, Antonina; Ferrer Esteban, Gerard; Verger, Antoni
School governance reforms have changed teachers’ work in many aspects and have been associated with increasing teachers’ discontent and demotivation. Research on which school policies and organizational practices teachers prefer is scarce and faces challenges. Our conjoint experiment identifies the importance given by teachers to different work dimensions altered by recent reforms and teachers’ preferences regarding school policies in three contexts. Internationally-shared preferences include qualitative teaching assessments, socially mixed classes, clear goal-setting, and collective rewards. Context-specific preferences include individual incentives in Chile, a low-pay, high-stakes accountability system, and peer support in Norway and Catalonia, which are systems with collaborative governance traditions.
School Governance Through Performance-Based Accountability: A Comparative Analysis of Its Side Effects Across Different Regulatory Regimes
(SAGE Publications, 2024-03-01) Levatino, Antonina; Verger, Antoni; Camphuijsen, Marjolein K.; Termes, Andreu; Parcerisa, Lluís
Performance-based accountability (PBA) has gained popularity worldwide due to its promise to strengthen the effectiveness and equity of educational systems. Nonetheless, its implementation does not always generate the expected reactions within schools. Through a configurative review, we systematically reviewed 133 empirical studies focusing on PBA side effects. We provide novel insights into the literature on PBA side effects, generating a better understanding of how and under what circumstances they are more likely to occur and through which mechanisms. In contrast to existing reviews, our research includes country contexts where accountability designs are predominantly low-stakes and challenges dichotomous ways of thinking about PBA systems. It uncovers side effects across diverse accountability frameworks and investigates differences and similarities in the mechanisms driving them.
La digitalización en la educación: Tensiones entre las Corporaciones Tecnológicas y Derechos de la infancia
(Saint Petersburg State University, Universidad Austral de Chile, 2025-04) Herrera Urízar, Gustavo; Lindín, Carles; Lloret‑Català, Carmen
Este estudio examina las tensiones entre las plataformas digitalescorporativas y el sistema educativo, centrándose en el conflicto entre los interesescomerciales basados en datos y la protección de los derechos de la infancia. Esteestudio tiene por objetivo identificar y analizar críticamente los avances ylimitaciones de las políticas y prácticas en España orientadas a garantizar unentorno digital seguro y equitativo para los menores, en el contexto de la crecientepresencia de plataformas digitales corporativas en la educación. Mediante unanálisis de contenido cualitativo de seis documentos normativos y políticos clave,la investigación explora la responsabilidad corporativa, la innovación tecnológicay la relación con el sistema educativo. Los resultados revelan una brechasignificativa entre los discursos sobre responsabilidad social y las prácticasempresariales que priorizan la rentabilidad y la explotación de datos. Si bien lainnovación tecnológica como la IA ofrece herramientas de protección, también refuerza la vigilancia y la segmentación comercial. Se concluye que, pese a losavances normativos, persiste una fuerte dependencia del sistema educativo hacialas tecnológicas, lo que requiere fortalecer la regulación y una alfabetizacióndigital crítica para mitigar los riesgos y asegurar el bienestar infantil.
Critical studies on education and technology: paths taken and futures imagined. A Dialogue with Neil Selwyn
(Saint Petersburg State University, Universidad Austral de Chile, 2025-09-01) Selwyn, Neil; Rivera Vargas, Pablo; Herrera Urízar, Gustavo
The growing enshittification of school digitalization—marked by the expansion of platformisation, datafication, and algorithmisation of education, together with the consequent loss of the pedagogical and transformative value of digital technologies—has reignited the debate over who designs, governs, and benefits from the development and widespread distribution of digital platforms and devices in the school context. In this context, the present article presents a dialogue between Professors Neil Selwyn and Pablo Rivera-Vargas, focusing on the meaning and challenges of critical studies on educational technology in the so-called postdigital era. The conversation underscores the need to envision more sustainable and context-sensitive digital futures, grounded in small-scale, situated, and pedagogically meaningful technologies. It also highlights the importance of co-constructing digital alternatives from within school communities. Finally, the dialogue addresses pressing issues related to teacher professionalism, the role and growing influence of technological corporations in shaping global education systems, and the conditions required to foster a critical and empowered understanding of digitalization processes among citizens.
Berta Cáceres, Agency and Resistance: A Feminist-indigenous interpellation to the capital / life
(Institució Alfons el Magnànim, 2023-12-13) Muñoz Saavedra, Judith; Ascencio Cortés, María Soledad; Madrid Rossel, Zolia
This article explores the relationship between and the intersection of Feminist agencies and indigenous women’s resistance movement strategies in Mesoamerica by focusing on Honduran indigenous activist Berta Caceres Flores, who was murdered in 2016. Caceres’s speeches as leader of the Honduran Civic Council of Popular and Indigenous Organisations (COPINH) between 2009 and 2016 are analysed through the lens of three key topics: Agency; Resistance strategies; Grassroots-indigenous Feminism. The methodology used in this paper builds on Sociological Discourse Analysis (SDA) and highlights the structure of discourse based on categories such as the context of production and its interpretation as a social practice. The study’s findings lead to the idea that Caceres’ discursive position embodies the junction between indigenous resistance and Feminist agencies, which is to say the grassroots defence of land and body as a response to the Capital-Life crisis and the commodification of common goods. The paper also questions Neo-Liberalism’s hegemonic narrative as it showcases subjective proposals forming part of resistance to colonial capitalist power. These subjectivities are expressed in practices based on ‘commons’, care, reciprocity, community life linked to nature, and the priority given to life’s reproductive cycle.T
Emotions and decision-making in boardrooms—a systematic review from behavioral strategy perspective
(Frontiers Media, 2024-11-14) Hasson Marques, Rosine; Violant, Verónica; Damião da Silva, Eduardo
This systematic review examines the influence of emotions on strategic decision-making in business context, from the perspective of behavioral strategy. We examined 1,227 articles from two databases (Web of Science and PsycInfo), and after applying the inclusion and exclusion criteria, the final sample resulted in 43 articles. Our systematic review focuses on the role of emotions in strategic decision-making as well as the decision-making process itself. This systematic review explores research using a variety of approaches and a combination of theoretical and empirical perspectives brought by the literature. It aims to address three main questions: how board members’ emotions influence their decision-making; what insights behavioral strategy provides on the emotional aspect of strategic decision-making; and what are the main theories linking emotions to strategic decision-making in the business context. The results demonstrate how emotions can affect the quality of decisions and imply that conflict resolution and emotional intelligence are relevant skills for making strategic decisions. This analysis supports the need for incorporating emotional insights into strategic planning methods by considering agreeable and divergent points of view.
Analysing Conversation Pathways with a Chatbot Tutor to Enhance Self-Regulation in Higher Education
(MDPI, 2024-05-30) Martins Gironelli, Ludmila; Fernández Ferrer, Maite; Puertas i Prats, Eloi
Chatbots can have a significant positive impact on learning. There is a growing interest in their application in teaching and learning. The self-regulation of learning is fundamental for the development of lifelong learning skills, and for this reason, education should contribute to its development. In this sense, the potential of chatbot technologies for supporting students to self-regulate their learning activity has already been pointed out. The objective of this work is to explore university students’ interactions with EDUguia chatbot to understand whether there are patterns of use linked to phases of self-regulated learning and academic task completion. This study presents an analysis of conversation pathways with a chatbot tutor to enhance self-regulation skills in higher education. Some relevant findings on the length, duration, and endpoints of the conversations are shared. In addition, patterns in these pathways and users’ interactions with the tool are analysed. Some findings are relevant to the analysis of the link between design and user experience, but they can also be related to implementation decisions. The findings presented could contribute to the work of other educators, designers, and developers interested in developing a tool addressing this goal.
Peer feedback for teaching professional development: conditions for it to take effect
(Taylor & Francis, 2024) Cano García, Elena
Research on peer feedback has proven that it enhancess learning by fostering student agency and providing a deeper understanding of assessment criteria and greater capacity for self-reflection, which become key strategies for self-regulated learning. However, peer feedback does not seem to have been systematically involved in teacher training processes, especially in ongoing training. The previous literature on this topic reports both the scarcity of practices and the difficulties in their implementation. The absence of institutional support, the lack of training (which affects the quality of feedback) or the existence of non-peer relationships nor collaborative processes are some of the problems highlighted. The results show that peer feedback practices have benefits for the improvement of teachers’ competencies but that these practices must be developed in teacher collaboration settings, within safe environments. As a conclusion, a decalogue of proposals is drawn up for the design of peer feedback experiences in ongoing training processes and teacher professional development.
Programas de pensamiento computacional en educación primaria: una revisión sistemática
(Universitat de Barcelona, 2023-12-29) Sánchez Camacho, Rafael, 1985-; Grané, Mariona
El pensamiento computacional (PC) describe un tipo de pensamiento analítico relacionado con la informática y la programación. La Sociedad Internacional para la Tecnología en la Educación (ISTE) y la Asociación de Profesores de Ciencias de la Computación (CSTA) han desarrollado una definición para promover la inclusión de PC en la educación en los EE. UU. El objetivo de esta revisión sistemática es describir los programas educativos que enseñan PC en educación primaria (rango de edad 6-14 años) publicados en revistas científicas indexadas, siguiendo las pautas PRISMA. La estrategia de búsqueda se llevó a cabo en cinco bases de datos: Dialnet, Psycinfo, Scopus, PyscNET y ERIC. Un total de 40 artículos cumplieron los criterios de inclusión. Los entornos de programación más utilizados fueron Scratch (55%), actividades unplugged (15%) y Code.org (10%). Los softwares encontrados trabajaban varias de las competencias de PC establecidas como básicas según la definición de la establecidas por CSTA & ISTE. Esta revisión sistemática recoge y sintetiza por primera vez los programas educativos que han demostrado ser útiles para trabajar el PC y los relaciona con los estándares de PC establecidos por CSTA, contribuyendo al conocimiento de las herramientas disponibles para utilizar en el ámbito educativo.

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