https://hdl.handle.net/10259/4839 2026-07-27T16:57:43Z https://hdl.handle.net/10259/11885 El proyecto de investigación del desarrollo didáctico de la expresión y el arte (IDDEA): pedagogía del arte en educación superior Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Ausín Villaverde, Vanesa Este estudio presenta una experiencia de innovación docente utilizando la pedagogía del arte enmarcada en el proyecto IDDEA (investigación del desarrollo didáctico de la expresión y el arte). Los estudiantes participantes (n = 26), pertenecientes al grado en pedagogía, diseñaron y produjeron un material didáctico audiovisual para trabajar la coeducación y el fomento de valores de respeto e igualdad. Se inspiraron en la obra artística de la pintora Ángeles Romo. Un total de siete píldoras formativas audiovisuales fueron creadas con la técnica de animación Cut-Out. Los resultados muestran que los futuros pedagogos se sienten satisfechos con la utilización del arte como recurso didáctico y manifiestan que utilizarán esta estrategia en su futuro profesional. Las docentes implicadas consideran el gran potencial pedagógico del arte en el ámbito educativo, concretamente, la implementación de la pedagogía del arte en el contexto de educación superior. Se concluye que esta ha contribuido a conseguir los objetivos curriculares en la experiencia pedagógica realizada. 2020-12-01T00:00:00Z https://hdl.handle.net/10259/11877 Intellectual disability in higher education: Self-perceived training needs of university teachers Corbí Santamaría, Miguel; Tombolato, Monica; Bueno Sánchez, Lidia; Hermans, Katrien; Valenti, Antonella; Garcés Ferrer, Jorge; Straniero, Alessandra; Brojčin, Branislav; Mesquita, Cristina; Bonifácio, Evangelina; Martini, Berta; Rodríguez Cano, Sonia; Milants, Michelle; Glumbić, Nenad The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities.This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. A cross-sectional study was carried out by means of a survey designed to collect the teachers’ perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers.The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people withintellectual disabilities in higher education. 2021-01-01T00:00:00Z https://hdl.handle.net/10259/11843 Impact of Video Games, Gamification, and Game-Based Learning on Sustainability Education in Higher Education Pineda Martínez, María; Llanos Ruiz, David; Puente Torre, Paula; García Delgado, Miguel Ángel Today, the European Union and the governments of its constituent countries are focused on the development of the Sustainable Development Goals (SDGs) and the 2030 agenda—something that has been translated into education itself. Video games, gamification, and game-based learning have become different strategies and tools to enhance the learning process and some of the growing approaches used by teachers to develop sustainable education in classrooms. This research aims to analyze the characteristics to promote sustainability in education using games and technology, specifically in terms of learning benefits for higher education. A systematic review of the literature was conducted following the PRISMA methodology. At first, 2025 documents were found; after the filtering phases, the number of articles was reduced to 9, which were subsequently analyzed in depth. The results indicated that the benefits of the use of games mediated by technologies include the following: it favors education for sustainability, and it promotes the educational inclusion and the work of various social skills, such as collaborative and cooperative work. Also, there was an increase in the number of publications between 2019 and 2023, reflecting the growing interest in the topic. However, there are some research gaps in this field 2023-09-01T00:00:00Z https://hdl.handle.net/10259/11808 Children as Creators of Augmented Reality Stories Farrugia Caruana, Lawrence; Busuttil, Leonard; Żammit, Jacqueline; Parmaxi, Antigoni; Christou, Eirini; Ioannou, Andri; Timotheou, Stella; Rodríguez Cano, Sonia; Delgado Benito, Vanesa; Ramos Monsivais, Cynthia Lizeth; Alonso Martínez, Laura This paper investigates an Erasmus+ project entitled Children as Creators of Augmented Re-ality Stories (CARS), focusing on how children aged 10–12 create augmented reality stories for language learning, grounded in constructionist principles. We apply a SWOT analysis from teacher perspectives to highlight strengths, weaknesses, opportunities, and threats. The literature review underscores the gap in child-driven augmented reality narrative crea-tion, linking it to collaborative, hands-on learning processes. The proposed research design outlines iterative methods for capturing students’ experiences, language gains, and the prac-tical demands of augmented reality implementation. Results aim to inform educators on best practices, emphasizing resource availability, assessment frameworks, and sustainability considerations. By offering a constructionist lens, the study addresses both theoretical and applied implications, contributing to the broader discourse on augmented reality-based edu-cational innovation while ensuring practical feasibility in diverse contexts The Constructionism Conference 2025 took place from June 24 to June 27 in Zurich at ETH Zurich and PHZH (Zurich University of Teacher Education) 2025-06-01T00:00:00Z