Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices
This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special ed...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2024-02-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2227-7102/14/3/222 |
| _version_ | 1797241362617204736 |
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| author | Nerea Hernaiz-Agreda María Dolores Soto-González Ramona Rodríguez-López |
| author_facet | Nerea Hernaiz-Agreda María Dolores Soto-González Ramona Rodríguez-López |
| author_sort | Nerea Hernaiz-Agreda |
| collection | DOAJ |
| description | This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies. |
| first_indexed | 2024-04-24T18:22:07Z |
| format | Article |
| id | doaj.art-2c2a4fbd257a4544bd99fc84c9d0e93c |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-24T18:22:07Z |
| publishDate | 2024-02-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-2c2a4fbd257a4544bd99fc84c9d0e93c2024-03-27T13:34:15ZengMDPI AGEducation Sciences2227-71022024-02-0114322210.3390/educsci14030222Development of Transdisciplinary and Complex Learning in Inclusive Educational PracticesNerea Hernaiz-Agreda0María Dolores Soto-González1Ramona Rodríguez-López2Faculty of Philosophy and Educational Sciences, Department of Didactics and School Organization, University of Valencia, 46010 Valencia, SpainDepartment of Didactics of Physical, Artistic and Music Education, Faculty of Teacher Training, University of Valencia, 46022 Valencia, SpainFaculty of Fine Arts, Department of Sculpture, Polytechnic University of Valencia, 46022 Valencia, SpainThis study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies.https://www.mdpi.com/2227-7102/14/3/222inclusive educationdigital resourcetransdisciplinaritycomplex learningreflective thinking |
| spellingShingle | Nerea Hernaiz-Agreda María Dolores Soto-González Ramona Rodríguez-López Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices Education Sciences inclusive education digital resource transdisciplinarity complex learning reflective thinking |
| title | Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices |
| title_full | Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices |
| title_fullStr | Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices |
| title_full_unstemmed | Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices |
| title_short | Development of Transdisciplinary and Complex Learning in Inclusive Educational Practices |
| title_sort | development of transdisciplinary and complex learning in inclusive educational practices |
| topic | inclusive education digital resource transdisciplinarity complex learning reflective thinking |
| url | https://www.mdpi.com/2227-7102/14/3/222 |
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