Pedagogical Innovation

This article explores the Individual Reasonable Adjustment Plan (IRP) applied to David Sánchez Juliao, a preschool student with special educational needs at an educational institution in Barranquilla. The IRP is defined as a crucial tool for adapting the educational environment to the individual needs of students with disabilities, ensuring their effective inclusion in the classroom. The article details the IRP development process, which includes identifying the student's specific needs, collaborating with educational staff, and implementing necessary adjustments to support his learning. It describes David Sánchez Juliao's profile and how pedagogical strategies were adjusted to improve his educational experience. The IRP implementation and monitoring methods are examined, including the strategies adopted in the classroom and the assessment mechanisms used to monitor the student's progress. The impact of these adjustments on the student's learning and well-being is analyzed, highlighting both the successes and challenges faced. Finally, the article offers conclusions and recommendations for continuous improvement of the PIAR, suggesting practices that can benefit other students with similar needs and contribute to the development of inclusive education.

The use of storytelling and digital art as tools to understand a migrant family's life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant's family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students' learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.

Metodik vəsait ibtidai sinif müəllimlərinin peşə bacarıqlarının monitorinqi və qiymətləndirilməsi məsələlərinə həsr olunmuşdur. Metodik vəsaitin yazılmasının məqsədi, ibtidai sinif müəllimlərinin peşə bacarıqlarının monitorinqi və qiymətləndirilməsi sahəsində mövcud vəziyyəti araşdırmaq, bu sahədəki əsas problemləri müəyyənləşdirmək və müəllimlərin peşə bacarıqlarını inkişaf etdirmək üçün effektiv yanaşmalar təklif etməkdir. Metodik vəsait ali məktəb tələbələri, magistrlər, doktorant, dissertant və geniş oxucu kütləsi üçün nəzərdə tutulmuşdur.

Resumen La definicion de Indicadores de Valor Financiero ($/m² y $/m³) tiene gran importancia, ya que permite evaluar economicamente las soluciones dadas a nuevos proyectos, ademas de constituir una herramienta en la estimacion de presupuestos. En la actualidad solo es posible prever el presupuesto de un proyecto despues que exista un anteproyecto, e incluso despues de realizado este, no es posible conocer si el presupuesto calculado se encuentra en un intervalo logico en funcion de algun valor previamente establecido. Con el objetivo de realizar un analisis comparativo entre los presupuestos resultantes de la construccion de escuelas primarias con diferentes sistemas constructivos se realiza el presente trabajo a partir del estudio de los presupuestos resultantes de ambos casos de estudio y la comparacion de los Indicadores de Valor Financiero obtenidos. Los resultados muestran que las escuelas primarias construidas con Sistema Abierto de Esqueleto (SAE) son 1,5 veces mas caras que...

Pedagogical use of ICT refers t how teachers use ICT to facilitate learning. Sustaining development in a country has to do with positioning such nation to fully participate in globalization world in order to meet her present requirement without compromising the ability of future generations in meeting their own needs as well. This can be achieved by imparting the right knowledge (that is teaching), receive it with understanding and actually putting it into appropriate use. Teaching is an environmental arrangement, which inevitably involves an entity / living being, both mentally and physically, in a set of organized activities where these activities are facilitated in consonance with its goals, age and capacity to bring about behavioural change, which is learning. ICT has turned from being a technology of communication and information to a curriculum creation and delivery system for teachers and learners. Use of Computer and adequate teachers' preparation among other ways forward were highlighted to enhance this creditable concept.

This article critically examines the impact of questioning on classroom dynamics, restructuring and deepening the understanding of its role as a fundamental catalyst for learning environments intended to be dynamic, collaborative, and particularly student-centered. Through a comprehensive review of the literature, the article discusses how intentional and strategic questioning can foster critical thinking, intellectual curiosity, student autonomy, and metacognitive skills. In this regard, active learning methodologies are addressed, with emphasis on Problem-Based Learning (PBL), the Socratic method, and Inquiry-Based Learning (IBL), highlighting the transformative potential of the teacher's role as a facilitator. Additionally, contemporary challenges are explored alongside emerging opportunities, particularly the impact of Artificial Intelligence (AI) on the promotion and development of questioning and critical thinking. The conclusion is that questioning, beyond a mere pedagogical technique, constitutes an indispensable competence for the holistic development of autonomous, critical citizens prepared for the challenges of a constantly transforming world, thus requiring a continuous recalibration of pedagogical priorities and teacher training.

The world is changing rapidly and education is one of the main institutions society is looking at to address the resulting challenges. Educational change is shaped by contradictory goals, diverse actors, entrenched structures, and conflicting norms and beliefs. Within this landscape of complexity and tension, leadership can no longer be conceived solely as the task of individual leaders. What is at stake is not just the ability to manage change,but to cultivate capacities and practices that enable collaboration, resilience, and sustainable innovation. The special issue therefore seeks to advance our understanding of how leadership-in its multiple and distributed forms-engages with the complexities of educational change. We aim to explore the tensions, practices, and capacities that allow educational actors to not only respond to, but also shape, meaningful and sustainable change, with a particular emphasis on the how. Manuscripts with an emphasis on the following themes are invited: Paradoxical tensions and leadership Complexity/system thinking and leadership Non-linear change processes and leadership Sense-making and Collective Agency Leadership in Innovation Networks Guest Editors

Trabalho apresentado no 31º SEURS - Seminário de Extensão Universitária da Região Sul, realizado em Florianópolis, SC, no período de 04 a 07 de agosto de 2013 - Universidade Federal de Santa Catarina.Com o objetivo principal de fomentar o diálogo das práticas educacionais dos Cursos Técnicos em Administração das redes pública e privada, a área de Gestão e Negócios do Câmpus Gaspar do Instituo Fedeal de Snata Catarian realizou o Seminário do Curso Técnico em Administração: estudos, realidades e perspectivas – SECTAD, nos dias 8 e 9 de novembro de 2012, envolvendo 166 pessoas, entre equipe organizadora, palestrantes e ouvintes. As palestras e oficianas possibilitaram a intereção e articulação das atividades com os temas discutidos em aulas

This microcredential explores the role of feedback in consolidating student learning, with a focus on the International Baccalaureate Middle Years Programme (MYP) Design Cycle. Drawing on Hattie and Timperley’s (2007) model of “feeding up, feeding back, and feeding forward,” the project examines how different types of feedback influence retention, reflection, and improvement. Using examples from a Year 2 unit on Sustainable Building Design – Bioclimatic Architecture, the study analyzes authentic student work and teacher feedback to illustrate how formative and summative comments can support deeper understanding. Strengths and challenges in applying each type of feedback are discussed, including timing, clarity, and student comprehension in a multilingual classroom. The reflection highlights how intentional use of varied feedback strategies enhances student engagement, consolidates knowledge, and fosters continuous improvement.

U radu se prikazuje tehnička i pedagoška primena alata Colorify AI, koji omogućava generisanje bojanki iz tekstualnih opisa pomoću veštačke inteligencije. Alat funkcioniše bez registracije, direktno u web pregledaču, i omogućava neograničeno generisanje ilustracija za isti opis, što omogućava personalizaciju nastavnih materijala. Pored štampanih verzija, podržana je i online koloracija. Posebna pažnja posvećena je fleksibilnosti u unosu teksta, što omogućava rad sa učenicima različitih uzrasta i jezičkih sposobnosti. Prilog uključuje tehnički vodič za korišćenje alata u nastavi i konkretan primer iz prakse.
This paper presents the technical and pedagogical application of Colorify AI, an online tool for generating coloring pages from textual prompts using artificial intelligence. The tool operates without registration, directly in a web browser, and allows unlimited generation of unique illustrations from the same prompt, enabling personalized learning materials. In addition to printable formats, online coloring is supported. Special attention is given to the tool’s flexibility in handling keyword-based and grammatically imperfect input, making it suitable for learners of various ages and language abilities. The article includes a practical usage guide and an example from classroom implementation.

Digital portfolios have become an essential assessment tool in project-based and student-centered learning environments. Unfortunately, students exert minimal effort in creating digital portfolios because they find the writing component unchallenging. This issue is concerning since existing research predominantly focuses on the use of pre-existing platforms for building digital portfolios. With this concern, there is an opportunity to explore more challenging approaches to digital portfolio creation. Consequently, this study employs a project-based learning (PBL) approach within a website design and development course, where 176 undergraduate students completed weekly coding tasks culminating in a self-coded digital portfolio. Using a one-group posttest-only research design, data were collected through a structured questionnaire that included demographic items and validated scales measuring learning effectiveness and ownership of learning. The survey was administered electronically after students submitted their digital portfolio projects. The results reveal that device ownership shows only weak associations with students' perceptions, while internet connectivity and selfreported academic performance demonstrate stronger relationships with engagement and ownership of learning. Additionally, prior experience with digital portfolios positively influences students' engagement, motivation, and ownership of learning. Implications of these findings are discussed for supporting the integration of digital portfolios into technical disciplines. Overall, this study contributes to the literature on PBL methodology, expands our understanding of digital portfolio integration, and underscores the significance of student-centered pedagogies.

Este texto parte de una experiencia que se ha vuelto habitual: dar talleres sobre cómo terminar una tesis. No por ser ejemplo de disciplina (todo lo contrario), sino porque aprendí a terminar trabajos académicos gracias a guías excepcionales. Aquí defiendo una idea incómoda pero liberadora: el objetivo principal de escribir es terminar. Frente al perfeccionismo paralizante, propongo un pragmatismo helado pero eficaz. El artículo reflexiona sobre los espasmos mentales que provoca la pantalla en blanco, la obsesión por mejorar infinitamente y la falta de acompañamiento en los aspectos formales del trabajo académico. Con humor y honestidad, se reivindica la mediocridad humana del texto concluido frente a la perfección inalcanzable del texto eterno. Porque en el fondo, todo trabajo académico es provisional, falible y siempre corregible.

A questão básica do presente estudo é: como o uso da História da Matemática no processo do ensino de trigonometria nas funções seno e cosseno, pode levar o aluno a ter uma aprendizagem significativa? O objetivo é investigar como a História da Trigonometria pode se constituir como elemento facilitador da aprendizagem das funções seno e cosseno, por parte de estudantes do ensino médio. Essa experiência pedagógica envolveu a produção de um ensaio sobre a história da trigonometría e 21 alunos, do primeiro ano do ensino médio, de uma escola pública federal, localizada no município de Nilópolis/RJ. A conclusão do estudo evidencia, qualitativamente, que a História da Matemática é um elemento facilitador ao ensino das funções seno e cosseno, confirma a nossa aposta ou hipótese de trabalho, pois trouxe avanço na aprendizagem dos estudantes sobre os conteúdos.

Temática do artigo: História Da Matemática, História da Educação Matemática e Cultura RESUMO: Partimos da compreensão de que os conceitos de função seno e cosseno foram construídos no decorrer do processo histórico e que este processo levou séculos para significar o que hoje representa, nos parece coerente suspeitar que o conhecimento dessa história retira tais conceitos da zona de suposta abstração e falta de clareza, favorecendo a aprendizagem de tais conceitos e seus desdobramentos. Nessa perspectiva, a questão básica do presente estudo é: como o uso da História da Matemática no processo do ensino de trigonometria nas funções seno e cosseno, pode levar o aluno a ter uma aprendizagem mais significativa? O objetivo é investigar como a História da Trigonometria pode se constituir como elemento facilitador da aprendizagem das funções seno e cosseno, por parte de estudantes do ensino médio. Teoricamente, este estudo se baseia em , entre outros, dando destaque para o processo ensino e aprendizagem. Do ponto de vista metodológico, o estudo, é de natureza quanti-qualitativa e destacamos de como o uso da História da Trigonometria ajuda na compreensão e aprendizagem das funções seno e cosseno. Essa experiência pedagógica envolveu 21 alunos, do primeiro ano do ensino médio, de uma escola pública federal, localizada no município de Nilópolis/RJ.

Recent educational reforms in Morocco have highlighted the importance of soft skills integration into the Moroccan educational system. This implementation, however, has triggered debates over its effectiveness considering the practical challenges it has been proven to encounter. This paper discusses a series of outcomes generated from a year of teaching soft skills to Licence d'Excellence students. It addresses a series of variables that are fundamental to the successful inclusion of soft skills in the Moroccan curricula. As such, this paper employs an explanatory sequential design based on the use of questionnaires and focus groups. The findings revealed important data. A contextualization process as to what skills are important in what contexts is a crucial procedure considering the various definitions and frameworks of soft skills. Second, the current educational reforms have paid little attention to the provision of the adequate teaching staff responsible for teaching soft skills. Professors of literature and cultural studies, for instance, may exhibit comparatively less efficacy than those with expertise in soft skills. Other variables namely students' language proficiency, teaching methods, coordination between the relevant stakeholders were revealed to have considerable impact on the success of these educational reforms. This paper then discusses a comprehensive set of ingredients that could nurture decision-making in this context.

According to Jean Piaget, all relational and social interaction contributes to the
construction of knowledge. Similarly, in his theory of the Zone of Proximal Development, Lev Vygotsky highlights the crucial role of social interaction and language in cognitive development. The digital age is asserting itself strongly, bringing about radical changes in communication. However, to ensure quality learning, close collaboration between teachers, parents, students, and the administration is necessary, considering the needs of all stakeholders and the main social factors that influence them. 
Information and Communication Technologies for Education (ICTE) play a
developmental role in globalization, of which Morocco is fully aware. The country is actively working to advance an intergovernmental network and an educational platform by integrating ICTE into the teaching process to promote digital inclusion.
This article highlights the commitment of all education stakeholders to a new way
of learning, focused on an innovative digital tool that aims to make the most of ICTE to
foster learning centered on socio-pedagogical communication.
From a literature review perspective and by comparing the findings of several studies, this research explores how rich and inclusive socio-pedagogical communication,  supported by ICTE, represents a key factor for educational institutions in creating an environment conducive to authentic learning that meets the learners’ needs.

The empowerment of women through entrepreneurship and technology has emerged as a pivotal force in catalyzing social and economic transformation in India. This abstract delves into the multifaceted dynamics of this transformative journey, highlighting the intersection of gender equality, innovation, and economic growth.In recent years, women in India have harnessed entrepreneurship as a means to break through traditional societal constraints. Leveraging technology, they have not only carved a niche for themselves in various industries but have also played a significant role in reshaping the nation's socioeconomic landscape. This abstract explores the key components of this empowerment paradigm. First, it examines how access to technology and digital literacy has been pivotal in enabling women to create and manage their own businesses. The proliferation of smartphones and the internet has democratized information and market access, thus affording women the tools to venture into diverse sectors, from e-commerce and e-learning to healthcare and agriculture. Second, it delves into the role of government initiatives and NGOs in fostering an enabling environment for women entrepreneurs. Schemes such as Stand-Up India and Mudra Yojana have provided financial support and mentoring, while organizations have offered training and mentorship programs to bolster women's entrepreneurial skills.Moreover, this abstract sheds light on the impact of women-led startups on employment generation and economic growth. These ventures have not only created job opportunities but have also paved the way for innovative solutions to societal challenges.Lastly, it emphasizes the transformative potential of women's entrepreneurship in challenging deeply rooted gender norms and stereotypes. As women continue to thrive in traditionally male-dominated sectors, they serve as role models, inspiring future generations to break free from societal constraints and contribute to India's progress. In sum, the empowerment of women through entrepreneurship and technology in India represents a dynamic force for change, fostering gender equality, economic growth, and societal transformation. This abstract underscores the significance of continued research and development in this field to maximize its potential impact on India's future.

This article discusses the pedagogical practices developed in the initial literacy process in Early Childhood Education, highlighting their importance for children's cognitive, social and cultural development. Understanding literacy as a meaningful and contextualized process is fundamental to promoting effective learning that respects the specificities of childhood and values students' linguistic and cultural diversity. This study aims to analyze the pedagogical practices developed in Early Childhood Education in the initial literacy process, highlighting their contributions to the child's integral development and the construction of written language in a meaningful and playful way. Through qualitative and bibliographical research, the study emphasizes the role of the teacher as mediator, who must plan and implement pedagogical strategies that encourage curiosity, experimentation and interaction with written and oral language. The results point to the need for pedagogical practices that value prior knowledge, respect children's stage of development and encourage their active participation in the construction of knowledge.

Artificial Intelligence (AI) in education is one of the paradigm shifts that connect with both technology and cognitive science, ethics, and pedagogical innovation. The paper evaluates multidisciplinary aspects of AI adoption in teaching and learning using three major areas, namely ethical considerations, cognitive transformations, and teaching innovations. Ethical analysis deals with issues like data privacy, algorithmic bias, and educator and AI developers (moral responsibilities). The topic of Cognitive transformation is discussed from the perspective of how adaptive learning systems powered by AI transform the aspects of student engagement. knowledge acquisition, and critical thinking skills. The dimension of teaching innovation assesses the use of AI in individualized learning pathways, autotagging assessment, and the enhancement of the abilities of teachers. Based on qualitative and quantitative data, the study takes a hybrid approach that involves a synthesis of literature as well as interviews of experts and analysis of cases on diverse education situations. As the results show, although the Implementation of AI in education is associated with a radical potential in shaping a more inclusive, efficient, and effective educational process, the implementation thereof has to be founded on such principles and policies as transparent governance, cross-disciplinary collaboration, and professional learning of educators. The study of this discourse, therefore, adds value to the proposition of a conceptual framework of integration of responsible AI by balancing between technological development and human-centric educational ideals to ensure the future of AI in education is aligned with the principles of equity, integrity, and lifelong learning.

🎓 Education Meets AI: Ethics, Cognition & Teaching Innovation 🤖📚
🌍 Background

Artificial Intelligence (AI) in education represents a paradigm shift at the intersection of technology, ethics, cognitive science, and pedagogy. While AI-powered systems are reshaping how students learn and how teachers teach, their adoption must balance innovation with responsibility.

🔑 Focus Areas

This study investigates AI in education across three major dimensions:
1️⃣ Ethical Considerations → Data privacy, algorithmic bias, moral responsibility of educators & AI developers.
2️⃣ Cognitive Transformation → Adaptive learning systems that foster engagement, knowledge acquisition, and critical thinking.
3️⃣ Teaching Innovation → AI for personalized learning pathways, automated assessment, and enhanced teacher capabilities.

📊 Methodology

Hybrid approach → Literature synthesis, expert interviews, and case analyses across diverse educational contexts.

Both qualitative and quantitative evidence highlight opportunities and risks.

🌟 Key Insights

AI holds radical potential for inclusive, efficient, and effective education.

Successful adoption must rest on:

✅ Transparent governance

✅ Cross-disciplinary collaboration

✅ Professional AI literacy for educators

A conceptual framework is proposed to integrate responsible AI, ensuring a balance between technological progress and human-centric values.

🎯 Impact

This research advances the discourse on responsible AI in education, aligning its use with equity, integrity, and lifelong learning.

📖 Full Reference
Education Meets AI: Multidisciplinary Insights on Ethics, Cognitive Transformation, and Teaching Innovation

#AIinEducation #EdTech #EthicalAI #CognitiveScience #TeachingInnovation #AdaptiveLearning #ResponsibleAI #DigitalEducation #FutureOfLearning #AIethics

Artificial Intelligence (AI) in education is one of the paradigm shifts that connect with both technology and cognitive science, ethics, and pedagogical innovation. The paper evaluates multidisciplinary aspects of AI adoption in teaching and learning using three major areas, namely ethical considerations, cognitive transformations, and teaching innovations. Ethical analysis deals with issues like data privacy, algorithmic bias, and educator and AI developers (moral responsibilities). The topic of Cognitive transformation is discussed from the perspective of how adaptive learning systems powered by AI transform the aspects of student engagement. knowledge acquisition, and critical thinking skills. The dimension of teaching innovation assesses the use of AI in individualized learning pathways, autotagging assessment, and the enhancement of the abilities of teachers. Based on qualitative and quantitative data, the study takes a hybrid approach that involves a synthesis of literature as well as interviews of experts and analysis of cases on diverse education situations. As the results show, although the Implementation of AI in education is associated with a radical potential in shaping a more inclusive, efficient, and effective educational process, the implementation thereof has to be founded on such principles and policies as transparent governance, cross-disciplinary collaboration, and professional learning of educators. The study of this discourse, therefore, adds value to the proposition of a conceptual framework of integration of responsible AI by balancing between technological development and human-centric educational ideals to ensure the future of AI in education is aligned with the principles of equity, integrity, and lifelong learning.

🎓 Education Meets AI: Ethics, Cognition & Teaching Innovation 🤖📚
🌍 Background

Artificial Intelligence (AI) in education represents a paradigm shift at the intersection of technology, ethics, cognitive science, and pedagogy. While AI-powered systems are reshaping how students learn and how teachers teach, their adoption must balance innovation with responsibility.

🔑 Focus Areas
This study investigates AI in education across three major dimensions:
1️⃣ Ethical Considerations → Data privacy, algorithmic bias, moral responsibility of educators & AI developers.
2️⃣ Cognitive Transformation → Adaptive learning systems that foster engagement, knowledge acquisition, and critical thinking.
3️⃣ Teaching Innovation → AI for personalized learning pathways, automated assessment, and enhanced teacher capabilities.

📊 Methodology

Hybrid approach → Literature synthesis, expert interviews, and case analyses across diverse educational contexts.

Both qualitative and quantitative evidence highlight opportunities and risks.

🌟 Key Insights

AI holds radical potential for inclusive, efficient, and effective education.
Successful adoption must rest on:
✅ Transparent governance

✅ Cross-disciplinary collaboration

✅ Professional AI literacy for educators

A conceptual framework is proposed to integrate responsible AI, ensuring a balance between technological progress and human-centric values.

🎯 Impact
This research advances the discourse on responsible AI in education, aligning its use with equity, integrity, and lifelong learning.

📖 Full Reference
Education Meets AI: Multidisciplinary Insights on Ethics, Cognitive Transformation, and Teaching Innovation

#AIinEducation #EdTech #EthicalAI #CognitiveScience #TeachingInnovation #AdaptiveLearning #ResponsibleAI #DigitalEducation #FutureOfLearning #AIethics

O texto Propostas para novas docências e outras educações: formação, sentidos e sensibilidades, escrito a seis mãos, parte de experiências vivenciadas durante a pandemia de covid-19, por três professoras que atuam em realidades educacionais diferentes, mas cujos interesses investigativos se cruzaram no âmbito do PPGCLIP-MPED-UFBA. As autoras levantam críticas ao engessamento educativo e se propõem a compreender como professores e professoras estão se situando no contexto "pós-pandêmico". O cenário de desmaterialização do chão da escola durante a pandemia levou as professoras a buscarem possibilidades de conferir novos sentidos à ação docente e a sentirpensarfazer inovações pedagógicas no campo da formação para a constituição de maneiras outras de educar. Para tanto, estabelecem um debate entre o modelo de educação criticado e a perspectiva racioemocional, pautada na sensibilidade e na busca de sentidos na vida, orientada por propostas interventivas que convocam as escolas a terem autonomia político-pedagógica e exercitarem sua capacidade de autoria no âmbito da formação docente. Valença aborda uma pesquisa vinculada ao ProfEPT-IFBA que gerou a proposta vencedora do concurso: Uma ideia na cabeça, uma inovação na mão. Se trata da criação do Espaço Acolher, uma sala multissensorial destinada aos movimentos dos corpos-inteiros nos cotidianos escolares e que se caracteriza como uma ação ética, ecológica e estética, envolvida com uma política dos afetos. A sala é equipada com materiais específicos (massageadores, poltronas reclináveis, cadeiras shiatsu, tatames, almofadas, bolas suíças, rolos posicionadores, aromatizadores/difusores de ar, sonorização ambiente e materiais de artes) e equipe capacitada para o atendimento dos/as estudantes. No curso inovador da proposta, os autores alertam que é preciso que a educação se vincule, também, com as tonalidades afetivas, a fim de que os membros da comunidade se sintam vitalizados e sintonizados com os diversos movimentos que compõem o mundo da vida. Partilhar narrativas para sentirpensar a formação docente é o texto que apresenta uma pesquisa em andamento realizada no PPGCLIP-MPED-UFBA, com o objetivo de compreender como as narrativas de experiências docentes podem potencializar processos de formação na Rede Municipal de Educação de Salvador. No campo metodológico, ressalta o caráter horizontal e colaborativo das pesquisas interventivas que orienta uma relação direta com os sujeitos que colaboram com a investigação, por meio de uma partilha com os pares que é considerada uma ação inovadora intrínseca ao currículo do referido programa de pós-graduação. brasileira sobre a inclusão demanda o atendimento de estudantes, público-alvo da educação especial, nas escolas comuns. Em uma pesquisa qualitativa, vinculada ao PPGCLIP-MPED-UFBA, é feita uma análise do Documento Referencial Curricular e do Plano Municipal de Educação, com interpretações pautadas na análise de conteúdo, concluindo com críticas à maneira superficial e reducionista com que a TA e a CAA são abordadas nas normativas legais analisadas e à falta de propostas de formação continuada específica sobre essas temáticas. "O advento das tecnologias digitais significou em transformações no modo de ler e escrever". A partir desta constatação é que as autoras do texto Gêneros digitais e formação de professores: ressonâncias das novas tecnologias no processo de ensino e aprendizagem, discorrem sobre a educação formal e o ensino on-line estabelecido a partir da pandemia de covid-19. Para responderem quais são os desafios enfrentados por docentes e como vem sendo delineada sua formação ante a cultura digital, elas desenvolveram uma pesquisa-ação, vinculada ao GESTEC-UNEB, que discutiu aspectos inovadores, conceituais e metodológicos, do uso de tecnologias digitais na escola. Como resultado apresentam um Podsumário (impresso) e um Podcast interativo (on-line), com sete episódios sobre a temática. Narrativas, tecnologias e artes, ao serem produzidas, afetam e sensibilizam caminhos, contextos e sujeitos que produzem conhecimento, investigando a realidade para lançar-se ao voo incessante e inacabado do pesquisar. Sentir, pensar e fazer educação, criar, produzir linguagens artísticas no cotidiano escolar, comunicar, registrar, filmar, editar, compartilhar... são tantas ações decorrentes de pesquisas interventivas inovadoras no chão da escola! Vale destacar, porém, que inovações requerem políticas públicas em termos da garantia do lugar da diversidade no cotidiano escolar; e é sobre isso que tratam os próximos textos. O capítulo As diversas identidades sexuais problematizadas por professoras/ es nas vivências de um grupo focal, embasado em uma pesquisa implicada, parte da premissa da "presença de diversas identidades sexuais negadas, silenciadas, ocultadas, no cotidiano escolar" e problematiza a formação de professores no que tange à diversidade sexual presente no município de Gandu-Bahia. A pesquisa, desenvolvida no bojo do PPGE-UESC, se ambienta na discussão acerca da formação de professores para a diversidade sexual, questionando práticas, valores e outros atributos curriculares da Educação Básica. O capítulo apresenta a compilação de dados e informações resultantes de investigação na área educacional, descortinando temáticas, propostas e práticas de formação docente mais inclusivas, críticas e abertas a possibilidades curriculares provocadas pelo campo de pesquisa. O inovoo final desta coletânea possui um caráter mais abrangente, tanto no que se refere ao tema, quanto ao escopo prático da investigação. Desenvolvido no âmbito do PPGCLIP-MPED-UFBA como o próprio título indica, O Plano Nacional de Educação como instrumento de inovação: alguns apontamentos históricos aborda o percurso de uma pesquisa que estuda o contexto histórico para a implementação do Plano Nacional de Educação nos municípios. Afunilando a discussão, os autores destacam programas, políticas e instrumentos inovadores dessa política e as ressonâncias disto no desenvolvimento de planos municipais de educação, mais especificamente, em Camamu-Bahia. Indicam que é esperado que o estudo histórico e contrastivo dessas políticas apresente o caráter inovador do acompanhamento da qualidade da educação no país e, desse modo, projete subsídios para a criação de um instrumento de monitoramento da qualidade de educação camamuense, que tenha um cunho tecnológico, dinâmico, interativo e com perfil colaborativo e democrático. Vale ressaltar que a obra tem a capa desenvolvida a partir da ilustração da professora da Faculdade de Educação da Universidade Federal da Bahia, Cilene Canda, docente do PPGCLIP-MPED e uma das organizadoras. Com seu olhar sensível e seu espírito poético, ela nos convoca, com sua arte, a alçarmos voos em diálogo com as ideias, debates, ações, projetos e políticas inovadoras que constam nesta coletânea. Por fim, realçando a composição artística musical que inspirou esta apresentação, convidamos a todos e a todas, como sonhadores que agem com o coração, "[...] mais alto, coração", a transitarem pela obra permitindo o ecoar desses estudos para abrirmos novas veredas nas pesquisas geradoras de inovações pedagógicas. Que cada vez mais leitores/as possam "voar, voar, subir, subir" embebidos de sonho e razão, de sensibilidade e planejamento, de contexto e de invenção, de pesquisa e intervenção e de legado e inovação. E que venham novos sonhos e outros voos, leituras e inovoos.

In the face of global challenges and the increasing need for education supporting sustainable development, innovative teaching methods combined with Information and Communication Technology (ICT) tools have significant potential to transform traditional and blended learning environments. This article explores the integration of games and simulations as educational tools in both conventional and hybrid classrooms to enhance student engagement, critical thinking, and sustainability literacy. Drawing on the principles of Sustainable Development Goal 4 (Quality Education) and Goal 13 (Climate Action), the study demonstrates how digital and analogue game-based learning (GBL), simulations, and immersive technologies such as virtual reality (VR) and augmented reality (AR) contribute to better understanding of complex systems and encourage behavioural change aligned with sustainability objectives. The paper synthesises findings from empirical studies, theoretical frameworks, and case-based analyses to examine how such technologies can be effectively integrated across educational levels. Blended learning models, in particular, enable educators to combine interactive digital resources with face-to-face pedagogical interactions, creating dynamic, student-centred learning environments. In traditional settings, low-tech simulations and serious board games still offer meaningful ways to convey sustainability concepts and foster collaboration. The effectiveness of these approaches is analysed in relation to cognitive and affective outcomes, including improved problem-solving skills, increased environmental awareness, and motivation to act sustainably. This review emphasises both the pedagogical benefits and challenges of implementing ICT and games across diverse educational settings. While increased engagement and experiential learning are often viewed as positive outcomes, barriers such as limited technological access, teachers' preparedness, and curriculum integration persist. The article provides practical advice for educators and institutions seeking to adopt these tools in a contextually aware and pedagogically effective manner. Ultimately, the study argues that thoughtfully integrating innovative teaching approaches with ICT-enabled games and simulations can enhance the quality and relevance of education for sustainable development, enabling learners to tackle global challenges with creativity, empathy, and systemic thinking.

Creative Education signifies a fundamental evolution in pedagogical philosophy, moving beyond traditional, passive learning paradigms towards dynamic, student-centered approaches. This shift actively cultivates knowledge construction and the development of competencies deemed essential for the 21st century. The growing recognition of Creative Education stems from its critical role in preparing individuals to navigate the complexities and inherent uncertainties of the modern world and its evolving workforce.

Fare consulenza pedagogica. Riflettere sull’esperienza per trasformare sull’agire educativo, organized by the Master's Program in Pedagogical Counseling and Educational Intervention Coordination, FISSUF Department; paper title: Una riflessione filosofica sull’etica dell’agire trasformativo nella consulenza pedagogica, on 02.12.2024.

• Speaker at the conference Lo psicodramma nei processi di aiuto. Eredità culturali, strumenti di intervento e percorsi esperienziali, organized by the Riles Study Center, Department of Political Sciences (University of Perugia), Social Studies Area, paper title: Jacob Levi Moreno e lo psicodramma. Gioco, alterità e sacralità, on 22.11.2023.

For decades, folk stories have been a main tool for education, especially in non-formal environments where learning usually takes place more hands-on and with a greater cultural enrichment. This essay explores the function of folk tales—with particular attention to Manipuri (Kangleicha) folk stories—in imparting basic knowledge to young brains. These Manipur stories passed down through the years teach morality, cultural values, and social conventions rather than only provide entertainment value. Children who interact with these stories develop a strong sense of cultural continuity and identity by deeply understanding Manipuri customs and values. By increasing imagination, empathy, and critical thinking, folk stories also help greatly improve language skills, cognitive development, and socio-emotional growth. These kinds of stories are quite helpful in the framework of non-formal education since they provide a flexible and interesting approach to teaching basic knowledge and skills, which qualifies for both formal and informal learning surroundings. Manipuri folk stories have great educational value since they support respect of the environment, linguistic diversity, and culturally sensitive teaching approaches by means of which their influence is preserved. Including these stories in the classroom helps teachers to build a more inclusive and reflective classroom that honors cultural variety. The last point of this essay emphasizes the need for appreciating folk stories as a powerful teaching tool that advances the whole development of new students. Future studies should keep looking at the possibilities of folk stories in different educational environments, especially in promoting cultural legacy and identity among young people.

We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) wellarticulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type "B" responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.

We aim to understand the impact of scaffolds within a digital workbook to facilitate self-directed learning for learners completing a final project within a community and task-based MOOC. Optional reflection and articulation prompts were embedded in the tool support assignment development. Workbook use was prevalent, with 65% of learners using it to some extent. Our qualitative analysis revealed that assignment responses associated with substantial workbook use were A) informally written and loosely connected to assignment objectives (36%), or B) well-articulated and connected to assignment objectives (29%). Responses associated with little to no workbook use were C) superficial or uncontextualized (29%), or D) consistent with type “B” responses (6%). We discuss implications for instructors and learning designers in scaffolding complex projects in MOOCs.

O estudo em desenvolvimento na Universidade Federal do Tocantins, ligado ao Gabinete de Investigação em Educação Musical, está alinhado à urgência de se pensar sobre o melhor processo de ensino musical, para as escolas públicas regulares, especialmente as escolas campesinas. O desafio do momento é compreender e saber como se articular num sistema de relações socioculturais, pluriétnicas e multiculturais cada vez mais complexas. Desta forma, procurou-se averiguar as possíveis implicações teóricas da etnopedagogia no ensino da música e a possibilidade da transcrição de processos nativos de ensino e aprendizagem por meio de uma etnografia musical. Palavras chave: educação musical, educação de campo, etnopedagogia, ensino em grupo de instrumentos musicais.

The right choice of a profession makes the individual enjoy the utmost happiness and is endowed with skills that earn his choice. The theme on the process of professional guidance in the training of basic level teachers in a training institute in the city of Nampula, takes shape in one of the teacher training institutes, in the city of Nampula (Mozambique), due to the fact that it is one of the places where the guidance processes implicitly occur, the possible models of intervention in professional guidance in that area, and the training models recognized in the SNE. In our understanding, guidance aims to direct the trainee towards a professional framework in an appropriate way, with skills appropriate to the profession, with qualities appropriate to the profession. With the aim of analyzing the process of professional guidance in the training of basic level teachers in a training institute. The research used a qualitative methodology focusing on the interpretative paradigm, in the case study modality. In terms of techniques, we used observation and interviews to better assess the veracity of our research. We had a total of 10 participants, including trainees and trainers in the initial training of basic education teachers. As a result of the research, it was concluded that the guidance and/or professional framework for basic education teachers in that institution is carried out through the curriculum that accompanies the training of graduates throughout training, periodic meetings and through verbalization. In this sense, trainees are framed in their career, with the intention that they will gain experience in the school field. It is suggested that professional guidance be included in the educational system; that is, that PB is integrated into the curricula of educational and school teaching. This will allow children and young students to learn to make right and balanced choices for professionalization.

The main goal of the research is to explain the function of teacher seminaries and pedagogical courses, to reveal the relationship between these educational institutions and religious education. At the same time, at the level of statistical data, we can observe the participation rate of the local Muslim population in Russian public schools, and thus the rate of Muslim teachers in the education system. In the study, the formation process of the educational system of Tsarist Russia was given a general overview, and it was seen that the Russian education system did not differ from the Azerbaijani education in terms of its close relationship with religion until the 18th century. This trend is an indication that the process of replacing religious education with secular education which corresponds to that period. The article provides information about the stages of the Russian education system, the purpose of creating teachers' seminaries and pedagogical courses in the secondary education category, statistics, curriculum, the place of religious education in these institutions, and the problems that manifest themselves here are described in a descriptive manner. When we look at the information related to religious education, it is seen that in the seminaries opened in accordance with the 1902 law, mother tongue and religious education was not given, but the objections of the local people were heard by the tsar officials and the teaching of these courses was started on the account of the charitable societies. Based on the report obtained on Islamic teaching, it is possible to say that Islamic history, Aqaid (creeds) and various prayers were taught in the seminary according to both sects. By the way, it is known that the mother tongue classes are also taught by religious teachers.

Eis a transcrição do **abstract** do artigo:

> **Abstract:** The research presented follows an interpretative, organized, and systematic process aimed at the emergence of concepts and practices capable of deepening the understanding of Pedagogical Innovation (PI) across diverse formal, non-formal, and informal learning environments. Conceptually, Pedagogical Innovation is analyzed within a postmodern context, where epistemological and axiological challenges increasingly impact education, particularly schools, which often remain anchored in practices that struggle to foster deep and meaningful learning of an ever more plural, intersubjective, and complex knowledge landscape. The research employs an interpretative meta-synthesis approach, analyzing 107 dissertations and theses in Educational Sciences—Pedagogical Innovation, defended at the University of Madeira between 2007 and 2015. All studies analyzed were qualitative, and the meta-synthesis utilized a meta-ethnographic methodology. Through an inductive process, the research structured successive interpretative syntheses in its first stage, identifying 1,285 conceptual segments that reflect ideas, concepts, or topics relevant to the theme. In the second stage, involving the translation of primary studies (1st Level of Synthesis), 42 significant key concepts were identified. This process culminated in the third stage—Synthesis of Translations (2nd Level of Synthesis)—which led to the formation of five macro-conceptual categories: the construction of competences, teaching professionalism, students’ learning experiences, the nature of praxis, and instrumental resources. The conclusions reveal that Pedagogical Innovation constitutes a complex and multidimensional phenomenon rooted in conscious and critical processes of change. These processes emphasize students’ capacities and attitudes, linked to pedagogical practices grounded in constructivist epistemological frameworks. Additionally, the findings highlight an innovative praxis that remains deeply localized, limited to micro-intervention environments. The potential of ICT is noted as a valuable tool for fostering new learning approaches under specific conditions. Recommendations are directed at educational institutions, urging them to act as facilitators of collaborative cultural spaces, and at policymakers, advocating for strategies to reduce bureaucratic constraints and enable genuine school autonomy.

Keywords: Pedagogical Innovation, Change, Pedagogical Praxis; Learning Environments

This paper explores how consistent student attendance and academic recognition through formative assessments can drive better learning outcomes in higher education. It builds on growing evidence around active learning strategies and the importance of fostering sustained engagement throughout the academic journey.

Textbooks will not be separated from the applied curriculum. There are four aspects analyzed in the pedagogical content analysis of the textbook research: the accuracy of concepts, the accuracy of curriculum objectives, the readability of texts, and the visual representation. This study aimed to compare the pedagogical content of biology textbooks on structures and functions of animal tissues from different curricula (the 2006 Education Unit Level Curriculum, the 2013 Curriculum, and the 2016 Revised Edition of the 2013 Curriculum) for class XI. This research employed a descriptive qualitative method and a content analysis technique. The research sample was the biology textbooks for class XI compiled by Sri Pujiyanto and published by Platinum. The research instrument was a content analysis protocol by codification (data coding). The results showed that the accuracy aspects in the sample books with

This research explores the relevance and applicability of Dietrich Benner’s educational theory to the context of Greek public schools. Anchored in Benner's critical triad known as Grundbildung (basic education), literacy/literalities, and competence, the paper addresses the disconnect between educational ideals and classroom realities. It evaluates the limitations of psychometric approaches, such as PISA assessments, and outlines the potential for theory-informed, pedagogically grounded reform in Greece. Conducted within the framework of my postgraduate studies at Aristotle University of Thessaloniki, this work speaks to researchers, policymakers, and educators interested in bridging the gap between educational theory and practice in structurally rigid systems.

L’ascolto in consulenza pedagogica come etica e pratica di una virtù accogliente, in Fare consulenza pedagogica. Riflettere sull’esperienza per trasformare l’agire, Morlacchi Editore University Press, Perugia 2024, Isbn/Ean: 978-88-9392-494-8, pp.77 – 91.

M u a s s i s: "Tadbirkor va ishbilarmon" MChJ H a m k o r l a r i m i z: Toshkent davlat iqtisodiyot universiteti, Toshkent davlat texnika universiteti, G. V. Plexanov nomidagi Rossiya iqtisodiyot universiteti Toshkent temir yo'l muhandislari instituti.

Purpose: In the context of global demographic ageing, which is more pronounced in the most developed areas of the globe, the type of constructive, positive and optimal ageing is an enormous challenge of the contemporaneity. Health promotion, maintaining a high level of physical and cognitive function, seeking positive affections and well-being, as well as social commitment and spirituality contribute to such ageing. We are witnessing a paradigm shift in people's thinking and action after retirement, with a large number of elderlies seeking knowledge, new experiences with psychological well-being, establish relationships and travel. Indeed, the progressive increase in longevity and quality of life of the last decades has contributed to the current recognition of the importance of the senior tourism segment, since post-retirement tourists have time to travel in the low season, alleviating the problem of tourism seasonality. The main goal of this study is to determine the profile of the senior tourist of the Azores Method: Based on the "Turismo Sénior e Bem-Estar no Destino Açores: Criação de um Produto Cultural" [Senior Tourism and Wellness in the Destination Azores: Creation of a Cultural Product] "TUSenior55+" Project (Azores 2020 Programme), the results of a quantitative study are presented, using univariate and multivariate methods, and three differentiated profiles/groups are distinguished, based on a sample of one thousand (n=1000) senior tourists (aged between 55 and 94), according to nationality, age group, economic level, educational qualifications, type of accommodation, physical limitations, satisfaction, well-being, preferences for activities and health perception. Findings: This study permits to highlight the contemporary tourism sector as an activity with great expressiveness in globalized economies, based on a new paradigm characterized by growing differentiation, customization and demand. Value: This study contributes to the awareness of the different players in the senior tourism market in what concerns the requirements of demand and the necessary adaption of their offer.

Reconcebir y rediseñar la enseñanza universitaria es en la actualidad un desafío ineludible, no solo por el impacto que tiene hoy el digitalismo en el mundo social y profesional, sino por cuanto la celeridad en la producción y difusión del conocimiento insta a las universidades a dar respuestas satisfactorias a nuevas necesidades en la formación. La Facultad de Ciencias Veterinarias de la Universidad de Buenos Aires, asume como política institucional el cambio hacia una cultura digital, que propicie la formación de veterinarios en competencias TIC necesarias en su actividad profesional. Para ello desarrolla múltiples actividades de profesionalización de la docencia, favoreciendo la creación de una nueva arquitectura para el aprendizaje, valiéndose de diversas tecnologías. El “Proyecto integral de inclusión Digital” y las Jornadas vinculadas a dicho proyecto integran un conjunto de líneas de acción implementadas desde la Secretaría Académica a partir del año 2015, cuya convergencia p...