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Societies
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Inclusion and Equity Education Policy during Epidemic: Actions through Active...
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Inclusion and Equity Education Policy during Epidemic: Actions through Active Methodologies, Technologies and Audiovisual Media

A special issue of Societies (ISSN 2075-4698).

Deadline for manuscript submissions: closed (21 December 2022) | Viewed by 14422

Special Issue Editor

Prof. Dr. Alejandro Lorenzo-Lledó

E-Mail Website
Guest Editor
Department of Development Psychology and Teaching, Faculty of Education, University of Alicante, 03690 San Vicente del Raspeig, Spain
Interests: inclusive education; disability; cinema in education; audiovisual media; media literacy; augmented reality; virtual reality; robotics; e-learning; higher education; active methodologies; ICT in education

Special Issue Information

Dear Colleagues,

In the 21st century, many institutions are committed to equity and equality in education. This has led to the development of policies to implement an inclusive education model. However, the development of inclusive education is not without obstacles. In the long journey to the implementation of inclusive education, a theoretical framework, as well as successive experiences and research, have taken shape. The support of international organizations for the transformation of society and education has raised numerous challenges for the future, such as the 2030 Agenda, which recognizes the value of education as the main driver of development. Thus, Sustainable Development Goal 4 states "Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all". Overcoming this challenge entails carrying out educational policies of methodological and resource transformation. In this sense, it is appropriate to implement inclusive pedagogical proposals that transform teaching and learning processes, and that support the integration of technological resources and audiovisual media. Within this framework, we would like to invite you to contribute to this Special Issue with studies that delve into policies, barriers, didactic, and formative proposals and experiences for a new pedagogy of the 21st century, which provides diverse options for learning and expands the opportunities for development.

(*Contributions have to follow one of the three categories of papers (article, conceptual paper or review) of the journal and address the topic of the Special Issue.)

Prof. Dr. Alejandro Lorenzo-Lledó 
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as conceptual papers are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Societies is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • inclusive education
  • inclusive methodologies
  • inclusive policies
  • active methodologies
  • ICT in education
  • audiovisual media
  • didactic experiences
  • training experiences

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Published Papers (4 papers)

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Research

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13 pages, 1331 KiB  
Article
Barriers to Educational Inclusion in Initial Teacher Training
by Pilar Arnaiz-Sánchez, Remedios De Haro-Rodríguez, Carmen María Caballero and Rogelio Martínez-Abellán
Societies 2023, 13(2), 31; https://doi.org/10.3390/soc13020031 - 31 Jan 2023
Cited by 10 | Viewed by 8257
Abstract
Initial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive [...] Read more.
Initial teacher training within the framework of an inclusive school constitutes a fundamental challenge in order to meet the needs of 21st century society. The 2030 agenda establishes in the target of goal four the need for well-qualified teachers, capable of developing inclusive educational responses to the diversity of the needs of the students enrolled in their centres. The objective of this article is to analyse the perception of the school community regarding the initial training of future teachers in providing an inclusive and quality educational response for all students. The design was qualitative, non-experimental and descriptive. The participants were 78 people involved in teacher training and the educational exclusion–inclusion processes in the region of Murcia (Spain). The information collection techniques were 39 semi-structured interviews and 10 focus groups. The analysis of the information was carried out through an inductive categorization process, classifying the information into different analysis codes with the Atlas.Ti program (V. 8). The results of the work indicate that with regard to inclusive education, there is a clear shortfall in the initial training of teachers, a limitation in the acquisition of competences regarding attention to diversity, the presence of theoretical learning which has limited relevance to practical intervention, and a training approach anchored in models from the past which refers to student deficiencies. This work has the value of providing an insight into the barriers present in initial training from the perspective of all the educational actors involved in the educational system, which has not been sufficiently investigated in this field of study. Full article
(This article belongs to the Special Issue Inclusion and Equity Education Policy during Epidemic: Actions through Active Methodologies, Technologies and Audiovisual Media)
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22 pages, 2393 KiB  
Article
Typology of Teaching Actions during COVID-19 Lockdown in the Valencian Community (Spain)
by María Jesús Perales-Montolio, Sonia Ortega-Gaite, José González-Such and Purificación Sánchez-Delgado
Societies 2023, 13(2), 26; https://doi.org/10.3390/soc13020026 - 27 Jan 2023
Cited by 1 | Viewed by 1384
Abstract
The COVID-19 coronavirus affected all countries, changing living practices and patterns of social structures. Spain confined all citizens to their homes from 14 March until 21 June 2020. All schools were closed, and education was suddenly converted to an online format. This study [...] Read more.
The COVID-19 coronavirus affected all countries, changing living practices and patterns of social structures. Spain confined all citizens to their homes from 14 March until 21 June 2020. All schools were closed, and education was suddenly converted to an online format. This study is part of wider research and analyzes the ways in which teachers in the Valencian Community (Spain) have approached School at Home (SH) The approach of the study is based on mixed methods (quantitative surveys and qualitative focus groups) and has an exploratory aim. Multivariate profiles of the gaps (represented by composite indicators) in both groups are analyzed based on k-means cluster analysis, as well as the variables associated with each profile, using non-parametric tests. The results show three groups of teachers, established according to four types of gaps, with different perceptions of the situation. ICT proficiency was very important, as well as family situation and support during confinement. The main lines of research derived from this study in relation to CSE and teacher outcomes are proposed. Full article
(This article belongs to the Special Issue Inclusion and Equity Education Policy during Epidemic: Actions through Active Methodologies, Technologies and Audiovisual Media)
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20 pages, 1372 KiB  
Article
Analysis of Profiles of Family Educational Situations during COVID-19 Lockdown in the Valencian Community (Spain)
by Jesús Miguel Jornet-Meliá, Carlos Sancho-Álvarez and Margarita Bakieva-Karimova
Societies 2023, 13(1), 10; https://doi.org/10.3390/soc13010010 - 30 Dec 2022
Cited by 1 | Viewed by 1687
Abstract
Due to the pandemic (COVID-19), the education system in Spain was forced to close for three months, creating an unprecedented situation: improvised distance schooling. Family characteristics and their life situations with Information and Communication Technology use would be aspects to be studied as [...] Read more.
Due to the pandemic (COVID-19), the education system in Spain was forced to close for three months, creating an unprecedented situation: improvised distance schooling. Family characteristics and their life situations with Information and Communication Technology use would be aspects to be studied as educational conditioning factors. This paper presents the ways in which a representative sample of families in the Valencian Community (Spain) assumed the education of their children during the lockdown. Mixed methods (quantitative -surveys-/qualitative -focus groups-) are used. Multivariate profiles are studied (k-means cluster) that summarise the life circumstances, represented by composite indicators resulting from the families’ responses to specific items describing their way of life and educational performance. Associated variables, such as demographic or life situation characteristics, are analyzed for each profile. Some gaps (described by indicators that synthesize the functioning of the families) are observed due to life circumstances that correspond not only to vulnerable groups but also to upper-middle-level families. Full article
(This article belongs to the Special Issue Inclusion and Equity Education Policy during Epidemic: Actions through Active Methodologies, Technologies and Audiovisual Media)
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Review

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14 pages, 1598 KiB  
Review
Inclusive Active Methodologies in Spanish Higher Education during the Pandemic
by Fernando Lara-Lara, María Jesús Santos-Villalba, Blanca Berral-Ortiz and José Antonio Martínez-Domingo
Societies 2023, 13(2), 29; https://doi.org/10.3390/soc13020029 - 29 Jan 2023
Cited by 2 | Viewed by 2453
Abstract
The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and [...] Read more.
The period of pandemic caused by the arrival of COVID-19 had a series of repercussions at the personal, social, cultural and educational levels. The confinement declared by government agencies caused a shift from face-to-face to virtual learning, which led to certain adaptations and the use of digital tools in order to carry out the teaching-learning process. This technological proliferation became a challenge for the educational community and for the development of pedagogical and inclusive models that could ensure pedagogical continuity. Therefore, the aim of this paper was to analyse the scientific production on active and innovative methodologies that were used during the COVID-19 pandemic period and their effect on the personal, academic and social performance of Higher Education students in the Spanish context. A systematic review of the scientific literature was carried out in accordance with the criteria established in the PRISMA declaration. Among the results obtained, flipped learning stands out as the most used methodology, which increases motivation among other aspects. In terms of knowledge areas, Social Sciences prevails. Finally, it should be noted that the use of active and innovative methodologies improves performance at academic, personal and social levels. Full article
(This article belongs to the Special Issue Inclusion and Equity Education Policy during Epidemic: Actions through Active Methodologies, Technologies and Audiovisual Media)
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