María Dolores Soto-González

The article analyzes how a digital art center can become a critical, participatory, and inclusive space for artistic and heritage education, articulating theory and practice around an immersive exhibition on La Ruta at the Bombas Gens Centre d’Arts Digitals (Valencia, Spain). A qualitative interpretive approach based on hermeneutic phenomenology is adopted. Data were generated through six focus groups, comprising 30 professionals from the fields of visual arts, education, and visual culture, following a visit to a recent cultural heritage installation that incorporates immersive technologies; the data were then analyzed using an inductive thematic analysis. The results show that technological immersion only acquires educational value when it is coherently integrated into the story and accompanied by pedagogical mediation, reveal the role of vicarious nostalgia and heritage literacy in the construction of collective memory, and evidence narrative silences around subaltern voices and social controversies. It is concluded that this digital art center can function as a hybrid learning laboratory for teacher training and heritage education, as long as technological spectacularization is subordinated to processes of participation, epistemic justice and critical reading of heritage.

The article analyzes how a digital arts center can become a critical, participatory, and inclusive space for artistic and heritage education, articulating theory and practice around an immersive exhibition on La Ruta at the Bombas Gens Centre d'Arts Digitals (Valencia). An interpretive qualitative approach, based on hermeneutical phenomenology and Visual Arts-Based Educational Research, is adopted through six discussion groups with 30 professionals from visual arts, education and visual culture after a visit to a recent cultural heritage installation supported by immersive technologies. The results show that technological immersion only acquires educational value when it is coherently integrated into the story and accompanied by pedagogical mediation, reveal the role of vicarious nostalgia and heritage literacy in the construction of collective memory, and evidence narrative silences around subaltern voices and social controversies. It is concluded that digital arts centers can function as hybrid learning laboratories for teacher training and heritage education, as long as technological spectacularization is subordinated to processes of participation, epistemic justice and critical reading of heritage.

This study explores current and potential connections between museums, schools, and universities. It is based on 18 expert interviews with representatives from 19 institutions, conducted between 2015 and 2024, to assess feasibility and gather ideas for improving communication and collaboration between these educational institutions. Of the 19 participating institutions, 17 are Hispanic. The study is further enriched by interviews with two experts from Brazil and France, who collaborate within the Spanish university sector. This qualitative research uses interviews to analyze the key opinions of its participants, from both an analytical and propositional perspective. Five analytical categories are defined to extract and organize the final results: museum conceptualization, institutional relationships, collaboration strategies, pedagogical and methodological approaches, and transformation and development. The findings underscore the importance and feasibility of interinstitutional cooperation. The value of creating convergent narratives and developing collaborative and egalitarian projects is highlighted. The study suggests viewing museum as spaces with high educational potential, social function, and research capacity. The key lies in mediating cognitive/esthetic proposals; and educational approaches, fostering new perspectives and interconnections. This seeks to create a network of relationships that strengthens the bond between these three institutions, enhancing their joint educational impact.

This study presents a transdisciplinary techno-artistic experience conducted with students of the degree in Preschool Education from the University of Valencia. The experience seeks to promote the use of technologies with a contemporary approach through new creative forms such as sound-visual cartographies. The objective is to understand the students' perception of these transdisciplinary experiences that combine art and technology and to evaluate the contribution of new knowledge, ICT skills, and reflection in the teaching and learning process. To evaluate the practice, a validated questionnaire was applied to 120 students, using a quantitative methodology with 8 scales and a total of 48 items.The analysis dimensions are the following: developed reflective skills, levels of reflective thinking, learning process, awareness of students’ own learning, the role of the teacher, connection of theory and practice in learning and experience, and innovation and adaptation to teaching objectives and competences. The results show how the activity helps university students acquire digital skills, develop their creativity, and understand the process of autonomous technological learning and reflective self-awareness, as well as the value of collaborative group work.

This study examines the process of creating digital resources to meet the specific educational needs of primary education students at a school in the province of Valencia (Spain). The resources were developed by students of the Teaching program at the University of Valencia as part of the special educational needs subject. The research focuses on transdisciplinarity and the use of new technologies and sustainable development objectives to enrich the educational experience at the school as well as to study this approach with students pursuing a bachelor’s degree in Primary Education. To analyze students’ perceptions of this practice and compare their reflective and transdisciplinary thinking, a validated questionnaire was administered to a sample of 39 participants. In addition, seven focus groups were organized. The results demonstrate that via transdisciplinarity and the use of technological resources, students enhance their abilities to address complex situations, fostering creativity and innovation by relating different areas of knowledge in real and contextualized settings. Furthermore, an increase in reflective capacity and research skills is highlighted, contributing to better understanding and learning based on digital technologies.

This article presents research on a creative and reflective thinking proposal conducted in the Early Childhood Education teaching degree program of the University of Valencia. The proposal was planned from a transdisciplinary perspective and combines art, technology and the Sustainable Development Goals from the 2030 Agenda. The study is linked to the Textile Cartographies international participatory project by the APECV (Association of Teachers of Expression and Visual Communication), in which 13 countries are involved. The research methodology is quantitative, using a validated questionnaire that helps evaluate the effectiveness of active transdisciplinary methodologies and art to promote reflective thinking. The total sample was composed of 117 students. The results of the questionnaire, which is structured into eight scales and a total of 48 items, reveal how activating reflective thinking leads to curiosity and surprise. This activation is driven by a transdisciplinary educational proposal which uses new technologies as a tool to create narratives and cartographies. In addition, importance is placed on cooperative group work, the contribution of ideas, and fostering creativity, giving value to experience for one’s own professional future.

El presente trabajo es el resultado de una experiencia de aprendizaje desarrollada en el Grado de Maestro/a de Educación Primaria de la Universidad de Valencia. El objetivo es crear contextos de aprendizaje activos, dinámicos y transdisciplinares, en consonancia con el enfoque epistemológico de la formación de profesionales en el ámbito de la educación que busca la conexión entre la teoría y la práctica. Las materias de Educación Artística se crean como un proceso de aprendizaje donde la práctica se somete a una reflexión permanente, reforzada por un modelo activo de enseñanzaaprendizaje. La praxis implicada que se pone en marcha mediante Museari recalca el vínculo entre la experiencia concreta basada en la práctica y los conocimientos teóricos logrados. Con el objetivo de validar la práctica se pasa un cuestionario a 75 estudiantes. El alcance del diseño pedagógico de la actividad se convierte en un mecanismo transformador, mediante una perspectiva transdisciplinar de trabajo colaborativo. La intersección entre disciplinas proporciona la construcción de un enfoque multidimensional, necesario para aproximarse a los fenómenos y dificultades, discutiendo actitudes profesionales con el principio de integridad. Comprobamos como los estímulos que Museari ofrece al alumnado fomentan un proceso reflexivo, mediante experiencias con temáticas contemporáneas.

Within the specific framework of vocational training and guidance of young people and adults, entrepreneurship is considered as a possible transition that occurs in the professional / work the structural precarization of people, which implies for the construction and reorientation of professional and life projects. The objective of this article is to analyze the motivations and career determinants of the people who carry out an entrepreneurial activity, identifying profiles and needs about the way in which they articulate their various vital-professional roles. For this purpose, the questionnaire on Motivation and conditioners of entrepreneurship career (MCCE) was designed and applied, determining its psychometric characteristics (n = 248 entrepreneurs in Spain): content validity (expert review), construct validity (exploratory factor analysis) and internal consistency (Cronbach's alpha = .79), checking the suitability and relevance of the instrument. The results show a marked satisfaction with respect to their professional trajectories, while the existence of conflicts for personal-professional conciliation. Business advice needs are differentiated from career guidance needs. The presence of a variety of motivations to undertake is identified, finding, through cluster analysis three notable profiles based on the factors found and the sociodemographic variables. The model obtained its implications for the design of training and orientation actions for entrepreneurs are discussed.