Ginesta, A., Vidosa, H., & Colomina, R. (2025). Un modelo de prácticum en colaboración. La valoración de las tutoras de universidad y escuela. Dirección y Liderazgo Educativo (DyLe), 24, 20-23. https://dyle.es/wp-content/uploads/flipbook/25/mobile/index.html

En este trabajo presentamos las valoraciones de tutoras de universidad y escuelas formadoras implicadas en un modelo de prácticad de formación inicial de educación primaria basado en la indagación reflexiva que ha tenido un impacto positivo en la colaboración escuela-universidad.

Oller, J., & Fauré, J. (2025). Factores promotores de la implicación escolar del alumnado y su relación con las estrategias de personalización del aprendizaje. Estudios sobre Educación. https://doi.org/10.15581/004.50.002

Resumen

La implicación del alumnado en las actividades escolares es un factor crucial para su éxito académico. Sin embargo, todavía existen dudas sobre qué factores personales y contextuales influyen en dicha implicación. Implementamos un cuestionario ad hoc que administramos a 2737 estudiantes procedentes de 14 centros educativos de Cataluña, diversos en función de su titularidad, la etapa y el nivel socioeconómico, y analizamos los datos mediante análisis descriptivo y pruebas estadísticas (ANOVA, T de Student, U de Mann-Whitney y Kruskal-Wallis). Los resultados muestran que los niveles de implicación escolar dependen del género, la edad y otras variables personales y contextuales, y que las estrategias de personalización son clave. Las conclusiones ofrecen orientaciones para que los docentes fomenten aprendizajes con mayor valor y sentido personal.

Palabras clave

Implicación escolar, Personalización del aprendizaje, Variables personales, Variables contextuales

Merino, I., Membrive, A., Largo, M., & Engel, A. (2025). School projects with the community: Educational practices that promote connection between learning contexts and experiences. Acta Psychologica, 255, 104893. https://doi.org/10.1016/j.actpsy.2025.104893

This study explores educational practices that connect schools and community institutions to foster meaningful learning and students’ engagement with social change. Recently there has been a growing interest in connecting schools with broader social and educational ecosystems. These connections can vary widely: from the linkage between educational context, to discursive reconstructions that connect lived experiences across settings.

Using a multiple-case study design, we analysed two projects implemented in a public secondary school in Spain. The study aims to develop an analytical model for understanding such practices by focusing on three dimensions:

a) the ways schools and community institutions collaborate in the design, implementation, and evaluation of educational projects;

b) how the projects encourage students to reflect on the connections between their learning experiences within and beyond school; and

c) how students perceive and engage with the social transformative potential of these initiatives.

Key findings reveal that collaboration between schools and external institutions ranges from instrumental support to more integrated partnerships, highlighting the importance of co-design and sustained communication. While the activities foster connections between in-school and out-of-school learning, these links are often incidental, pointing to the need for more structured reflection processes. Students value these practices for increasing social awareness and fostering agency, though their potential to support futuremaking remains underdeveloped.

The analytical model proposed provides a replicable framework for future research on connected educational ecosystems and offers valuable insights for educational agents in designing, implementing, and evaluating practices that foster connections between contexts and learning experiences.

Oller, J., Engel, A., & Rochera, M. J. (2024). Bridging Learning Experiences In and Out of School: Students’ Views. International Journal of Educational Psychology, 1(1), 1–21. https://doi.org/10.17583/ijep.12857

This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students’ views of such strategies in different types of school (personalised learning -PL- and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies.

We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning.

The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire.

In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.

Oller, J., Engel, A., & Rochera, M. J. . (2024). Bridging Learning Experiences In and Out of School: Students’ Views. International Journal of Educational Psychology, 1(1), 1–21. https://doi.org/10.17583/ijep.12857

This article presents an exploratory study examining the importance that students attribute to pedagogical strategies focused on bridging learning in-and-out of school. The aim is twofold: to analyse students’ views of such strategies in different types of school (personalised learning -PL- and mirror schools), and to investigate whether different perceptions appear among three selected PL schools according to their degree of implementation of such strategies. We have administered the EPAE-A questionnaire to a sample of 3001 students (1481 from 5 PL schools, and 1520 from 5 mirror schools) to determine the value to these type of strategies for learning.

The results indicate broad student agreement on the importance of connected learning strategies for learning and engagement in both groups. Moreover, our analysis reveals a certain relationship between the amount of pedagogical strategies aimed at promoting connections between in and out of school learning in the three selected cases and the perceived frequency reported in the questionnaire.  In conclusion, our study highlights different elements to help teachers implement connected learning strategies in classrooms.