Educational, creative and artistic applications in different types of environments, including digital environments and the use of ICTs.
Training in the teaching of social sciences for preschool and primary school teachers, for secondary school teachers, for university teachers and for educators in museums and heritage and other informal areas. To train educators and generate cultural criteria for application in institutional settings between archaeology, anthropology, education and cinema.
Training in the arts for preschool and primary school teachers, secondary school teachers, university teachers, museum and heritage educators and other informal areas.
The need to attend to the bases and all the dimensions in which people' diversity is presented both in the studies related to their own integral formation and that of their world of relationships with the other people they meet and their context. Studies and research aimed at improving human relations where diversity is a fundamental value of development and where personal and group or contextual differences favour the richness of any educational and social action.
The line "Citizenship and values" refers to research on the civic and axiological dimension of education. It is based on the assumption that pedagogical research must necessarily include reflection and study of the world of values, attitudes and ethical thinking.
It approaches the learning of a model of coexistence, both at school and social level. It focuses on the development of people's autonomy and responsibility, employing as the basic technique the learning of social norms through democratic procedures.
Train educators and generate cultural criteria for application in institutional settings between creativity, psychology, educational practices and teacher training.
In this area we propose the analysis of teaching situations and the relationships between the principles applied to their design and execution in inclusive educational contexts, as well as the implementation and evaluation of teacher training initiatives.
Educational institutions and organisations can act as a platform for disseminating changes in perceptions, attitudes and behaviour towards new, more sustainable ways of living. The need to learn competences for the care of the community of life is advocated.
Development of projects aimed at the design, implementation and evaluation of various educational programmes and actions related to the field of mediation and school conflict resolution. Studies on bullying, school coexistence and classroom climate at different educational levels ( early childhood, primary, compulsory secondary, Bachillerato, vocational training and university).
GEM-Educo aims to provide measurement and evaluation instruments that serve to assess the contributions that Education makes towards the development and transformation of society, from a concept of Social Cohesion. It integrates different perspectives and aims to build a global model for the evaluation of education systems, in order to improve education in favour of Social Cohesion. GEM-Educo is developed with a commitment: to evaluate education (whether in the Systems, Institutions or Programmes) from a position that privileges the right of all to a quality education. In other words, integrating inclusion as a basis for achieving excellence. In this sense, the concept of Social Cohesion adopted by the Council of Europe (Lisbon, 2000, 2005), as a guide for the development of public policies, constitutes an integrating and systemic vision of quality, which can embrace the idea of quality as a right for the whole of society from any ideological position. For this reason, GEM-Educo aims to provide measurement and evaluation instruments which serve to assess the contributions which Education makes towards the development and transformation of society, based on a concept of Social Cohesion. In short, it integrates different perspectives and, due to its holistic - globalising - nature, aims to build a model which necessarily requires the support of a large research group and different projects.
The education community is more aware than ever of the importance and impact of evaluation for quality. We design and develop evaluations that study the specific educational needs of educational contexts in order to generate continuous improvement processes. Studies related to e-evaluation processes and collaborative teaching procedures for learning assessment.
Investigate the educational processes that take place in the family and their influence on the minor, delving into family diversity, parental competence, educational programmes, situations of risk and neglect of the minor, working from a non-disciplinary perspective due to its complexity.
Development of research projects aimed at the analysis of educational actions aimed at gender equality in the field of formal and non-formal education. Development of studies and projects aimed at improving educational intervention in the field of coeducation. Analysing and comparing proposals for gender equality in all contexts (personal, family, social and work).
The research in this line aims to analyse the educational use of ICTs and to analyse the keys to the construction of media citizenship. It also aims to study the use of video games in education and the use of serious games in complex environments.
Digital humanities and education with digital formats provide us with many opportunities to improve many aspects that can be changed by digital technologies.
Research on strategies for the empowerment of subjects through education and analysis of an emancipatory relationship between subject and knowledge.
This line deals with the analysis of teaching-learning processes at the university in order to make proposals for improvement and to implement and evaluate them, as far as possible. Likewise, good practices, the use of ICTs, transition processes, dropout and failure, etc.
Development of visual culture and arts education for both children and adults, promoting the relationship with other fields of study.
