Towards a sustainable school culture

Abstract

Currently, we live in a continuously transforming society, which has led to the educational system facing changes and new challenges. It is necessary to change the previous models and didactic methodologies, which were markedly expository, and the memoristic learning of students, to incorporate profound innovations in the methods used in the training of students at all educational levels, where the student must be the main actor in their own education (Sharma et al., 2023). The learning needs of today's students, who must learn to live in a globalised, digitalised, intercultural, changing society that produces vast amounts of information, require different teaching methods from those used 20 years ago (Ermakova, 2020). In this sense, in recent decades, there has been a resurgence of pedagogical renewal centres in Spain, which aim to adapt the educational system to the needs of students by integrating methodologies and approaches focused on their personal, competential development and progress within the educational system (Beneyto et al., 2023). These centres can be considered as catalysts of change that have significantly improved students' socio-emotional skills and academic performance through the implementation of innovative practices and resources adapted to the characteristics of the students (Aliaga, 2022). This renewal not only focuses on the curricular content but also on the way in which teaching is delivered, always seeking greater inclusion and equity (Engel and Coll, 2022). In this regard, teaching and learning methodologies play a crucial role in the implementation of innovative and renewing processes in education. Therefore, didactic approaches should evolve to give greater prominence to the student and organise teaching based on the acquisition of skills necessary for the professional development of students, such as the ability to collaborate and work in teams, creativity, critical thinking, and digital literacy, among others. Ultimately, they should provide students with tools for autonomous and lifelong learning. This methodological-didactic renewal requires the use of different models and active methodologies in the classroom that grant a fundamental role to students, such as Flipped Learning, collaborative learning, gamification, project-based learning, among others. Frequently, these methodologies are mediated by the use of various digital tools. Digital technologies applied to training and education offer a wide range of possibilities when designing educational activities in the teaching and learning processes, allowing for the representation of information, collaboration, and knowledge construction (Guerrero-Quiñonez et al., 2023). In the process of implementing active methodologies, the teacher plays a very relevant role in designing activities and selecting the appropriate digital tools that enhance the effectiveness of these methodologies for student learning. Continuous teacher training is essential to ensure the effective implementation of innovative methodologies and to adapt them to the specific context of the classroom, promoting deep and meaningful learning (Balladares-Burgos and Valverde-Berrocoso, 2022). AI tools can enhance innovative methodologies and continuous assessment, improving the effectiveness of educational institutions and supporting the continuous training of teachers. Thus, AI becomes a crucial ally in pedagogical renewal and the promotion of sustainable education (Forero-Corba et al., 2024). Teacher training is a determining factor in educational quality, as well-trained teachers can transform the learning experience. They must be equipped with the knowledge and tools necessary to adapt to the demands of an ever-evolving education.

Keywords

• pedagogical renewal, innovative methodologies, educational technology, teacher training