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El proyecto europeo INCLUTE (Promoción de la educación inclusiva a través del desarrollo curricular y la formación de docentes en China) Unión Europea (Proyecto Erasmus +)561.600-EPP-1-2015-CN-EP ayuda a contribuir a la demanda de docentes altamente calificados en la escuela primaria donde se puede abordar el nivel y se puede alentar a las universidades en China a tomar en consideración los estándares europeos. Este proyecto es innovador porque se centra en el tema de la educación inclusiva para apoyar la formación de docentes de escuelas primarias chinas. El ideal pedagógico confuciano de “aprender sin discriminación” todavía predomina entre los educadores chinos en la actualidad. Sin embargo, durante los últimos treinta años, los actores gubernamentales han subrayado la necesidad de implementar políticas de educación inclusiva, siguiendo el modelo occidental. Por lo tanto, el sistema educativo chino ha comenzado a implementar la política de “aprendizaje en el aula”, una alternativa a medio camino entre la pedagogía tradicional confuciana y las nociones occidentales de educación inclusiva. No obstante, se sabe poco sobre las perspectivas y expectativas chinas sobre la educación inclusiva. En consecuencia, el presente estudio tiene como objetivo identificar la percepción de las partes interesadas chinas sobre la educación inclusiva a través de una encuesta, una entrevista y un grupo focal de una muestra de 8.412 sujetos compuestos por maestros de escuela primaria, funcionarios gubernamentales y trabajadores de organizaciones no gubernamentales (ONG) de Guanxi, Sichuan, Chongqing y Tíbet. Los resultados de este estudio sugieren que los actores educativos chinos conceptualizan la educación inclusiva como una idea filosófica relacionada con nuevas estrategias metodológicas, pero que no está asociada a las discapacidades, la educación para todos o la comunidad educativa. Se discuten las debilidades y fortalezas de la educación inclusiva.También se concluye con una serie de indicadores que orientan mejoras en la metodología estudiada.

Introduction. The style of distributed leadership (DL) is one of the current solutions for management’s school leadership. The distributed methodological perspective is novel in the educational context. DL is an innovative style, key agent of dynamization, efficiency and improvement of schools is studied. Methodology. The main objective is to determine the perception that management teams have regarding in 71 Early Childhood and Primary Education Schools (ECPS) in Madrid, Spain. The sample was collected in the 2018-2019 academic year, made up of 136 subjects (20 men and 80 women). The approach is descriptive, through the application of an ad hoc scale, Likert, the perception of DL is based on the analysis of the dimensions: DL practices, mission, vision and shared goals, professional growth and shared decisions. The scientific rigor of the scale met the validity (Cronbach’s Alpha 0.86) and reliability Spearman’s Rho Correlation was 0.75. All findings were validated by triangulation. Results. The principals interacted with all the members of the school environment. The triangulation showed that the heads of study, distributed a large part of the time, in administrative procedures. The dimension practices of DL was the most active. It was found that the ECPSs were far from the old models of school management, where the management team was governed by a single person as leader. Conclusions. The exercise of school management in Madrid is a complex and difficult function, factors such as little institutional autonomy, specifically in decision-making and in the areas of human resources, added to the lack of training in school management. The importance of teamwork among managers and directors was evidenced, who fostered a distributed, democratic culture and the delegation of tasks in the members of the schools.

This article presents the results of a practical project carried out with students on the Art History degree course at the University of Malaga. The general objective is based on the design of an educational innovation action to improve writing and text production skills, as well as communication and digital skills, considering that the contents produced were going to be disseminated through the social network Instagram. Among the specific objectives, attention was paid to learning about the history of industrial objects, and to the acquisition of transversal competences related to soft skills: group work, leadership and decision-making. Freedom and creativity were encouraged as essential and necessary skills in their professional future. The article presents the results of one of the three groups into which the total number of students in the class was divided. The research is based on a qualitative approach that helped the construction of knowledge from the individual to the group. Approximations are made with other works dealing with social networks. The activity designed focuses on a case study, which gives a holistic and contextual character to the work done by the students. The students themselves recount their work step by step, which is interesting because it allows the model to be reproduced by anyone who wants to implement a similar activity. The results and conclusions are drawn from surveys with open and closed questions, which show that a large number of students had a very positive perception of educational innovation practices, as well as seeing the use of social networks in their practical training as positive.

The purpose of this project is to know what parents and teachers think about the effects in virtual classes for kindergarten with five year old students in Caraybamba and Cotaruse-Aymaraes province in the Apurimac region. The studies method was fenomenologic with cualitative mission. This design was developmentwith the theory of analisis technic. The instruments used for this were two guides of answershits with two interviews with less probabilities I mean 3 teachers and 9 fathers were interviewed. The results showed that parents and teachers were not agree in virtual education because of bad internet connections, economic problems, communication problems, health problems, the less attention in kids. Also, this project showed that kids did not develope basic learnings that they shoud know according their ages and children behavior was affected because they did not socialize moreover children are not able to share, they are egocentric and shy. In conclusion, kindergarten education is the main basic education to develope the biospicosocial aspect in children; so, coming back to kindergarten helps children to learn and relearn better, and teachers with parents must provide the fisical, effective and cognitive conditions for this procces.

The article presents and describes the Code, Science & Music Remix project, an educational experience focused on problematization in learning. It was designed to develop computational thinking from a curricular integration approach in the context of the Sustainable Development Goals (SDGs). The main purpose of the project was to promote the development of computational thinking in fifth grade students and future elementary level teachers. As part of the science classes, they learned about earth spheres and implemented programming workshops using the EarSketch platform. The platform aims for participants to learn to program, and develop computational thinking, while expressing their conceptualizations through music. This integration of science and music was applied in a musical composition with the purpose of raising awareness about the environment. Both the musical product and the process to achieve the project's objectives were presented to the school community to educate others about the need to conserve the environment and live in harmony with the SDGs for the benefit of the humanity.

The understanding of the political debate that the Spain’s Constitution of 1978 aroused due to the education field can be a complicated task for pre-service teachers. However, this knowledge is of notable interest in teacher training. In order to facilitate the learning of legislation and alleviate this feeling of rejection, previous studies have used Twitter as a tool to make easier the learning process. Therefore, the aim of this study is twofold: from the description of a task carried out with social networks so that university students understand the political debate that aroused the drafting of article 27 of that Constitution, to analyze the perception of the degree of knowledge and motivation of the students involved in the use of this methodology; and, to compare the perception of the acquired learning degree and the motivation experienced with two other usual teaching practices. In total, 30 students completed a questionnaire created expressly for this research. The results show that both variables (the level of knowledge and the motivation perceived by the students) scored high, using Twitter. In addition, these reported levels were higher than with the use of the other two more traditional methodologies proposed. This could be due to the fact that the use of digital references (close to the students) increases the appeal of the tasks and allows teaching to be closer to the university students’ learning process.

The current context has prompted an unusual interest in the use of information and communication technologies. And within these technological tools, open educational resources stand out. This study asks the following question: how are open educational resources used in the teaching and learning process? The objective is to describe how open educational resources are used in the teaching and learning process. The study is located in the qualitative approach and has a descriptive scope. It is a literature review research with a non-experimental design. The study is based on a sample of articles (n = 12) addressing open educational resources and the teaching and learning process published in the period 2015-2021 and located in three open access digital libraries: Redalyc, SciELO and DOAJ. It was found that open educational resources are used at the basic, middle and higher education levels. In addition, open educational resources such as learning objects, textbooks, videos, virtual environments, software and open courseware are used in the teaching and learning process. It is concluded that open educational resources are considered as means that facilitate the teaching and learning process of various subjects.

The virtual modality is positioning itself as a useful and necessary educational alternative that contributes to democratising education and guaranteeing real opportunities of access to a large number of students. However, despite the advantages of the model, there is still a negative perception that questions its quality. The aim of this study is to deepen the knowledge of this modality based on the students' own assessment of the training process. To this end, a survey was applied to 476 undergraduate students in the virtual mode in Colombia, gathering information on the quality of the information received, the quality of the system and technological infrastructure, the service and the interactions carried out, and this information was processed to obtain indicators that allow us to find out which factors are affecting their satisfaction. The results obtained reveal that there are some factors that have a direct impact on the student's perception, especially the value given to the quality of interactions in terms of adequate accompaniment and teaching support. The results obtained corroborate the conclusions of previous studies, which show the need for adequate digital competences at both institutional and teaching level in order to offer an assertive and proactive educational response.

The main objective of this study is to investigate the improvement of the communication skills of children with ASD through the use of ICT in educational centres. The research design involves the participation of teachers specialising in Special Education, Primary Education and Early Childhood Education. The procedure evaluates whether these participants enrich the educational intervention and inclusion of children with ASD through ICT. All of this is carried out using a quantitative method, in which the results are collected by means of forms created in Google Forms. That is why, in this scientific article, all the key information of the theoretical foundation on which the research approach is currently based is presented. This article presents the results obtained with respect to the work experience of the participating teachers, the use of ICT with students with ASD and the improvement of communication skills. 86% of the participants use ICT methodologies and they do observe an improvement in communication skills through the support of visual and audio tools.

  The present study is framed in the use of Allan Schoenfeld's Solution Strategies for the solution of mathematical problems of high cognitive demand. The type of research was descriptive correlational with a pre-experimental longitudinal design. The population consisted of 70 students between two sections of fourth year of high school in a school located in Metropolitan Lima, which was taken in its entirety. Regarding the techniques, the survey was used and the instruments used were one to collect sociodemographic data such as the personal, family, socioeconomic and academic performance situation of each of the students who make up the study population. A Test of Previous Knowledge in mathematical concepts, the Contextual Problems Test based on the Pisa test applied years ago, which seeks to measure the solution strategies used in the solution of these problems, and an instrument to collect the students' evaluation of the heuristic strategies. The instruments were validated through expert judgment and an Osterlind index of 0.75 was obtained. In terms of reliability, they had a Cronbach's alpha above 0.80 for each. The results showed that after the pedagogical intervention, the students improved their performance in terms of their ability to solve mathematical problems and proved the hypothesis that there is a relationship between the solving strategies according to Allan Schoenfeld's proposal and the solution of mathematical problems of high cognitive demand.