Educatio siglo XXI Vol. 44, Nº 1 (2026)
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- PublicationOpen AccessLa identidad personal a través de la imagen en contextos educativos(Servicio de Publicaciones. Universidad dde Murcia, 2026) Ramón-Verdú, Alfredo José; Villalba-Gómez, José Víctor; Sin departamento asociado
- PublicationOpen AccessGarcía Arias, T. y Vicente Ruiz, P. A. La lengua que nos emociona. Programa de Lengua a través de actividades de educación emocional(Servicio de Publicaciones. Universidad dde Murcia, 2026) Caro Valverde, Maria Teresa; Sin departamento asociado
- PublicationOpen AccessArea-Moreira, M., Valverde-Berrocoso, J. y Rubia-Avi, B. (coords.) Transformación digital de la enseñanza universitaria. Analíticas académicas y escenarios de futuro Barcelona: Editorial Octaedro. Colección Horizontes Universidad, 2026(Servicio de Publicaciones. Universidad dde Murcia, 2026) Cerezo-Pizarro, Mario; Sin departamento asociado
- PublicationOpen AccessSinestesia y educación artística en Educación Primaria: creatividad multisensorial, motivación y emociones en el aula(Servicio de Publicaciones. Universidad dde Murcia, 2026) Salido-López, Pedro V.; Díez-Herguido, Lucía V.; Sin departamento asociadoNowadays, fostering creativity, motivation, and emotions within educational envi ronments is crucial for providing com prehensive, high-quality education. These concepts, often overlooked in classroom practice, play a fundamental role in hu man development and in preparing indi viduals to face contemporary challenges. To highlight their importance, a study was conducted to explore the extent to which synesthesia influences creativity, motiva tion, and emotion through imagery and artistic creation. The empirical experience, organised as a quasi-experimental project with pre-test and post-test measures and a mixed-methods research design, was conducted with Primary Education pupils aged 8 to 9 over a two-week period. The selected instruments included the CREA Creative Intelligence Test, the School Moti vation Scale for Primary Students (EMEAP), and Robert Plutchik’s Wheel of Emotions. The findings highlight that synesthesia can serve as a powerful educational tool to enhance students’ emotional experiences, as well as to foster increased creativity and motivation through arts-based pro grammes. The conclusions emphasise the importance of implementing innovative educational strategies, such as synesthetic approaches, sensory experimentation, and the promotion of emotional reflection and communication through art.
- PublicationOpen AccessEducación en valores democráticos: utilidad de un programa formativo sobre transparencia y participación ciudadana en las aulas de secundaria(Servicio de Publicaciones. Universidad dde Murcia, 2026) López-García, Alejandro; Gómez-Hernández, José Antonio; Mayor Balsas, José Manuel; Sin departamento asociadoIn recent years, educational programs fo cusing on democratic values, transparency, access to information, and citizen partici pation have been implemented in schools. However, there is a lack of research exa mining the impact of these initiatives on students. Therefore, the aim of this study is to assess the impact of a training pro gram on transparency and open govern ment among secondary school students. To achieve this objective, a quantitative research approach was employed, using a non-experimental survey design. The sample consisted of 152 secondary school students from two schools in the Region of Murcia. The results indicate a high level of satisfaction with the training received and highlight the perceived importance of knowledge related to transparency and open government. In conclusion, the fin dings emphasize the relevance of incor porating this type of training in schools to promote socio-educational programs that strengthen democratic values among young people.
- PublicationOpen AccessDe la selfie a la autorepresentación: artes visuales, imagenes e identidad. Análisis hermenéutico de una residencia artística en educación secundaria(Servicio de Publicaciones. Universidad dde Murcia, 2026) Fabregat Molné, Ester; Salvat Rull, Thais; Macaya Ruiz, Albert; Sin departamento asociadoThe central role of images in contempo rary culture poses significant challenges to education. The ubiquity, massive cir culation, and consumption of images are integrated into the culture and sociability of young people. They are exposed to the “empire of the selfie”: a constant capture of one’s own image through mobile de vices that often ends in yet another self representation on social media. As is well known, self-representation on social me dia is often under pressure from social ste reotypes or openly yields to the conditions described by Lipovetsky (1993) of narcis sism, hedonism, and hyperconsumption. This hyperexposure of the self on social media is changing both modes of subjec tivation and modalities of sociability. In this article, we explore the possibilities of the visual arts as alternative modes of experience—modes that enable critical reflection on self-representation. We use as a case study the experience of an artist in-residence at a secondary school. The research compiles on-site observations of the sessions and participants’ narrative ac counts, which are subsequently analysed by establishing categories and subcate gories to identify pre-eminent themes. By comparing the accounts of the different roles involved (artist, participants, tea chers), we aim to assess the meaning and significance the experience had for them. We found that interaction with the artist provided valuable elements of critical re f lection for students regarding the issue of self-representation.
- PublicationOpen AccessNovoa, A. y Alvim, Y. Profesores. Liberar el futuro Madrid: Editorial Narcea, Colección Educadores XXI, 2025(Servicio de Publicaciones. Universidad dde Murcia, 2026) Cantón Mayo, Isabel; Sin departamento asociado
- PublicationOpen AccessMaya, P. Microaprendizajes. La revolución del conocimiento en pequeñas dosis Madrid: Editorial Narcea, Colección Guías para la Formación, 2026(Servicio de Publicaciones. Universidad dde Murcia, 2026) Cantón Mayo, Isabel; Sin departamento asociado
- PublicationOpen AccessGarcía Pascual, E. De la Escuela Normal de Magisterio a Facultad de Educación. Historia y Memoria(Servicio de Publicaciones. Universidad dde Murcia, 2026) Escudero Muñoz, Juan Manuel; Sin departamento asociado
- PublicationOpen AccessLa imagen como herramienta epistémica en la formación de maestros: una propuesta transdisciplinar para la producción de conocimiento(Servicio de Publicaciones. Universidad dde Murcia, 2026) Murillo Ligorred, Víctor; López Mayoral, Teresa; Ramos Vallecillo, Nora; Sin departamento asociadoThe Aula Jardín of the Centre for Innova tion, Training and Research in Educational Sciences (CIFICE) at the University of Za ragoza provides the framework for action in which second-year students of the Vi sual and Plastic Education course in the Primary Education Teaching Degree carry out a project focused on the scientific image as a means of knowledge generation. The concept of transdisciplinarity ad dressed is found in representation situated halfway between art and science. Through the encounter with the real referent, an unmediated experience is generated in which the cognitive power of the image is highlighted. The overall objective of this study is to determine whether students va lue naturalistic representation as a means of obtaining scientific knowledge and recognise the cognitive value of images as an epistemic tool in teacher training. A case study methodology was used, to gether with document analysis and par ticipant observation for data collection. The results show that students appreciate the potential value of representation ba sed on the natural model, improving their level of detail through the understanding established via a direct relationship with the referent. Furthermore, this approach favours globalised learning and supports the representation of artistic-scientific phenomena. The main conclusion is that detailed artistic experimentation centred on a natural referent enhances knowled ge generation for understanding complex phenomena.
- PublicationOpen AccessAbordar la pérdida a través de la creación artística en la formación docente(Servicio de Publicaciones. Universidad dde Murcia, 2026) Ramón-Verdú, Alfredo José; Villalba-Gómez, José Víctor; Sin departamento asociadoOne of the fundamental pillars of arts edu cation at the Faculty of Education is the de velopment of critical and creative thinking through the analysis of images and their context. This is achieved by conducting a critical contextual reading, using images as a means of expression and communi cation. This paper presents a project that develops an educational proposal related to death, based on an arts-based research process carried out in a context of deep introspection and reflection. The main objective is to reflect on personal expe riences and raise awareness of acceptance, loss, and suffering—both one’s own and that of others—as core emotional dimen sions. The sample consists of 60 students from the DTIE Degree in Early Childhood and Primary Education. The methodolo gical approach is grounded in Arts-Based Learning and self-narratives. Data collection included texts, artworks, questionnai res, and the creation of visual works. Par ticipants approached the topic in a highly personal way, with a predominantly posi tive orientation, mainly through art insta llations, sculpture, video art, photography, and performance. The conclusions indi cate that this was a healing experience, highly valued by students and considered relevant to their future teaching practice, enabling the emotional and expressive ex ploration of classroom issues through the arts, both individually and collectively.
- PublicationOpen AccessNotas para artistificar la investigación: imágenes metáfora para hacer visible las sorpresas y desvíos de lo que significa investigar en Educación(Servicio de Publicaciones. Universidad dde Murcia, 2026) Dalla Valle, Lutiere; Sin departamento asociadoArtistic methodologies offer creative ways of researching education and allow ac cess to aspects that might otherwise re main invisible in research (Hernández, 2013). Understanding visual and artistic methodologies as drivers of educatio nal research requires reflection on how an “artistic” perspective can enhance the production of scientific knowledge in uni versities. Drawing on artistic methodolo gies as living methodologies (Hernández, 2011) entangled with practice (Springgay & Irwin, 2013), this study investigates how affects operate in research and their implications for shaping topics of inter est, addressing the question: How can we visually respond to what academic texts in the university curriculum provide? Through the production of visual cartogra phies (Hernández, 2018), and drawing on the educational power of images, the pro posed methodological strategy navigates between visualities, embracing surprises and deviations in what images allow us to know, evoke, and narrate. Working with a group of graduate students (master’s and doctoral programmes in education), we experiment with alternatives to writing with and through images from a genea logical perspective (Calderón, 2022). The overall objective is to explore the rela tionship between text and image in thesis development. From these perspectives, the “artistization” of research emerges as a creative approach that contributes to alter native ways of relating to, understanding, and acting upon the phenomena that sha pe us as researchers in training.
- PublicationOpen AccessOrtega Ruiz, P. Pedagogía de la alteridad: Levinas y la educación(Servicio de Publicaciones. Universidad dde Murcia, 2026) Jaramillo Ocampo, Diego Armando; Sin departamento asociado
- PublicationOpen AccessAnálisis de la naturaleza motivacional de la elección de estudios en Bachillerato(Servicio de Publicaciones. Universidad dde Murcia, 2026) Sánchez-Martín, Jesús; Zamora Polo, Francisco; Moreno Losada, José; Corrales-Serrano, Mario; Sin departamento asociadoHigh school is a key stage in which stu dents must make decisions that will shape their academic future. This study analyses the internal and external motivations that influence student choice in an upper se condary education programme. A sample of 234 students at this stage in Spain was studied. An ad hoc questionnaire with 21 Likert-type items was administered, and comparative analyses were performed using Student’s t-tests to determine the incidence of internal and external motivations in each modality. The results show a predominance of external motivation in both science and technology and social science students, although in the latter the difference between internal and external motivation is smaller. These findings de monstrate the coexistence of both types of motivation and the need to strengthen teaching strategies that promote better acquisition of content and skills to refine programme choice.
- PublicationOpen AccessPreparing Future Physical Education Teachers for Inclusion: Impact of External Practices on Primary Education Centres(Servicio de Publicaciones. Universidad dde Murcia, 2026) Ortuondo, Jon; Ascondo, Josu; Romaratezabala, Estibaliz; Yanci, Javier; Marcos-Rivero, Bingen; Sin departamento asociadoEste estudio analiza la percepción de la inclusión y la autoeficacia general entre futuros profesores de educación física tras realizar prácticas en centros de educación primaria. Cincuenta y cuatro estudiantes de educación física completaron prácti cas en centros de educación primaria. Los datos se recopilaron utilizando el Cues tionario de Formación Docente para la Inclusión (CEFI-R) y la Escala de Autoefi cacia General (EAG). Se analizaron las dif erencias basadas en genero, tipo de centro (público vs. concertado), experiencia con estudiantes con discapacidades, prome dio de calificaciones y la relación entre la percepción de inclusión y la autoeficacia. Las y los participantes informaron sentirse más preparados para la enseñanza inclu siva después de las prácticas. Se encon traron diferencias significativas basadas en la experiencia con estudiantes con discapacidades y, en menor medida, en genero y tipo de centro. No se encontra ron diferencias basadas en el promedio de calificaciones. Se identificó una relación significativa entre la percepción de in clusión y la autoeficacia. La experiencia práctica fomenta actitudes positivas y au toeficacia en futuro profesorado de edu cación física. Los programas educativos deberían enfatizar experiencias prácticas diversas e inclusivas para preparar mejor a los docentes.
- PublicationOpen AccessImágenes para enseñar. Hacia un sensorium didáctico(Servicio de Publicaciones. Universidad dde Murcia, 2026) Augustowsky, Gabriela; Sin departamento asociadoAs teachers, we are heirs to a long tradi tion of using images to teach. For centu ries, textbooks, encyclopedias, slides, and other graphic teaching resources were the primary sources of images for teach ing. Currently, in a process consolidated during the pandemic, digital images avail able on various websites and social media constitute the usual references and search methods for teachers at all educational levels. The progressive digitalization of the world, and more recently the applications of generative AI, are profoundly changing our relationship with images and ways of seeing. In classrooms, we observe chang es in media, supports, and devices; image repertoires are expanding, and the chal lenge of designing strategies to address them arises. Thus, this work presents the development of a training/research/action project carried out with a group of prac ticing primary education teachers. Among its nodes of interest and results are: the need for systematic didactic reflection on the images used in school; teacher exper imentation as a way to expand the corpus and uses of images (and other artistic nar ratives) offered by the internet; art imag es as a space for expression, belonging, and identity construction; the role of the teacher as curator/creator; and the notion of the “didactic sensorium” as an active way of seeing influenced by the teaching profession.
- PublicationOpen AccessPerito en imágenes. Auto-etnografía desde la formación artística del profesorado(2026) Huerta. Ricard; Sin departamento asociadoIn this paper, we analyse some of the pos sibilities offered by the artistic training of Primary School teachers, drawing on their own teaching experience and addressing the use of images as a communicative form of expression. Based on the concept of the “image expert,” and focusing more on visual literacy or creative practice than on an exclusively artistic or theoretical ap proach to the subject, it addresses issues such as motivation, the ability to create and enjoy images, and the importance of attending to students’ own interests. To this end, we also consider the work of art ists who offer nuanced repertoires, allow ing for an alternative and conscious ped agogical discourse, free from restrictions, taboos, or clichés. The research methodol ogy is hybrid, based on auto-ethnographic analysis and using Arts-Based Research as a counterpoint. The review of different experiences through auto-ethnographic inquiry highlights this type of proposal, which successfully engages students, develops their artistic abilities, and gener ates a creative environment dominated by images. Both the creation and interpreta tion of these images allow for addressing diverse themes and issues from a critical perspective, facilitating engagement with a context shaped by technology. The se lected examples address learning strate gies that develop digital, creative, reflec tive, critical, political, environmental, and social skills. The positive outcomes of the experiences align with the collaborative approach of the actions.
- PublicationOpen AccessAnálisis de la frecuencia y problemática en el uso de las tecnologías de los adolescentes según el género(Servicio de Publicaciones. Universidad dde Murcia, 2026) Gallardo Guerrero, Ana María; De la Fuente-Martín, Rocío; Baena González, Rafael; Heredia Bautista, Juan Manuel; Sin departamento asociadoInformation and Communication Tech nologies have changed the forms of re lationships and communication among the adolescent population. The objective of this study was to analyze, according to gender, the use and problems of new technologies in Andalusian adolescents, and the relationship between the frequen cy of use and the associated problems. In the present study, 388 adolescents partic ipated (51.8% boys, 48.2% girls), aged between 12 and 18 years (M = 14.37; SD = 1.18), from two educational centers in the province of Seville, who responded to the Problematic Use of New Technologies (UPNT) questionnaire. The study used a descriptive, relational, and cross-section al design. The results showed that adoles cents use the Internet, mobile phones, and television daily, without gender differenc es. However, in the use of video games, boys play more frequently than girls, and the problems derived from the use of vid eo games are significantly greater among boys. The mobile phone is the device that causes the most problems among adoles cents, while video games generate prob lems especially among boys, showing a significant correlation between their use and behaviors. These findings suggest the need for specific intervention programs to address the problems derived from the use of technology and to promote great er awareness about the responsible use of the Internet, video games, mobile phones, and television.
- PublicationOpen AccessSáenz-Rico, B., Benítez, L. y Galvín, I. (Coords.) Transformar la educación. Reflexiones compartidas Barcelona: Editorial Octaedro, Colección Horizontes Universidad, 2026(Servicio de Publicaciones. Universidad dde Murcia, 2026) Paredes-Labra, Joaquín; Sin departamento asociado