RT journal article
T1 Emerging methodologies and technologies applied to university education
A1 Romero Oliva, Manuel Francisco
A1 Heredia Ponce, Hugo
A1 Amante García, Beatriz
A1 Martínez Martínez, María
A2 Didáctica de la Lengua y la Literatura
K1 Emerging methodology
K1 emerging technolog
K1 university education
K1 special issue
AB Education, in general, is part of a changing and liquid society (Bauman & Donskis, 2019) that has to evolve intune with the changes occurring in the educational ecosystem. In this context, technologies appear that aregradually being incorporated into the educational environment and, consequently, new forms of teaching appear,i.e., the so-called emerging methodologies (Cabero-Almenara, Valencia-Ortiz & Llorente-Cejudo, 2022;Villamarin-Reinoso, Lalaeo-Achachi, Guerrero-Semanate & Lozada-Arias, 2022). The incorporation of theserequire a reflection based on experimentation, research and, therefore, on evidence that can support neweducational models in teacher training to meet social challenges and the formation of citizens in theinterpretation of reality and their realization as people. These methodologies cause the students to play an activerole in the whole teaching-learning process and require teachers to undergo ongoing training in order toincorporate them and work in the classroom from a pedagogical, didactic and technological approach(augmented reality, flipped classroom, design thinking, gamification, m-learning...). Hence, talking aboutemerging methodologies goes beyond talking about technological renovation and integration, which are keyaspects in these approaches, but also means thinking about the inclusion of participating voices in theeducational processes from the interaction and democratization of the classroom (educational diversity andinclusion). In this sense, university education is not left behind, since "it must innovate in its teaching-learningprocesses and provide different means that help students to generate new ideas creatively, acquire skills adaptedto the needs of the labor market and learn to respond appropriately to the demands of the environment".(Fernández-Piqueras, Guerrero-Valverde, Cebrián-Cifuentes & Ros-Ros, 2020, p.185). Therefore, theincorporation of these methodologies can favor the teaching-learning process in all areas of knowledge, but firstthe following questions should be rethought: how are we currently teaching, for whom are we teaching, what arewe teaching for, etc.? Ultimately, the aim of this special issue is to answer these questions and to reflect on theteaching of the future and the changes we need to make to make it truly effective and efficient, so that studentslearn and adapt to the demands of the future.
PB Omnia Science
SN 2014-5349
YR 2023
FD 2023-10-27
LK http://hdl.handle.net/10498/32934
UL http://hdl.handle.net/10498/32934
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 09-nov-2026