La investigación realizada tiene por objetivo conocer, analizar y describir el proceso de adaptación de las metodologías didácticas activas ante el cambio de la docencia presencial a la docencia online, las actitudes del profesorado y sus valoraciones en torno a la experiencia vivida durante la pandemia del Covid-2019. La metodología de investigación ha sido cualitativa, realizando un estudio multicaso en cuatro grupos de estudiantes de grado y posgrado en la Universidad de Huelva. Las materias y grupos fueron seleccionados intencionalmente por estar basadas en metodologías activas, y estrategias y actividades prácticas para atender a la diversidad del alumnado, basándose así en los principios de la justicia social. El artículo plantea dilemas y alternativas de tres docentes universitarias en el desarrollo de la docencia ante la sobrevenida pandemia. Los resultados muestran valoraciones positivas por parte del profesorado, aunque se analizan también las dificultades. Destacan un aumento en su formación docente y una evolución efectiva en su desarrollo profesional, además de incrementar su labor investigadora centrada en la docencia. Las metodologías activas utilizadas presencialmente se han sustituido por otras estrategias y recursos didácticos que han permitido una docencia virtual basada en un proceso de enseñanza-aprendizaje activo y enriquecedor para todos los estudiantes.

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.

The aim of the research is to pinpoint which leadership-related factors affect school success, specifically focusing on features and strategies used by the principals. The work follows the International Successful School Principalship Project methodology in two case studies in Andalusia (Spain). Both schools (with differentiated environments) are classed by the research as ‘invisible or visible school’, depending on the evolution and recognition of their success. Case A is a high-performing and declining school (invisible) and Case B is a low-performing and rising school (visible). The results emphasise the importance of the socioeconomic and cultural school context and the characteristics and type of leadership exercised by principals in their relationships with the environment, academic outcomes of the pupils and the school’s innovation process. The principal’s leadership is also crucial for acknowledgement of school results.

The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.

The research highlights the importance of immigrant parents assuming a leading and mediating role in the processes of school adjustment and their children’s educational inclusion. However, the difficulties that parents have to face as a consequence of the migration process are not always taken into account. These families have to face their own acculturation processes and reorganize their roles in the host society. This study analyses the functions that immigrant parents carry out in the new school context in order to favor the educational inclusion of their children. The analysis is approached from the parents’ perspective, in order to understand the way in which families live and try to favor their children’s access, participation and success at school. Ethnographic research and the use of qualitative techniques such as in-depth interviews are used. The perceptions of three immigrant fathers and seven immigrant mothers with different backgrounds and nationalities in a public school in Huelva (Andalusia, Spain) are analyzed. The results point to the great fragility and difficulty experienced by these parents in exercising their parental functions in the new context. Women, especially those from Poland, Lithuania, and Romania, compared to their husbands or partners, seem to suffer greater stress due to their dual role as guarantors of the culture of origin and facilitators of the host culture. In order to favor the educational inclusion of their children, parents prioritize – primarily – access to resources, but also the monitoring of their children’s homework and emotional support. However, a relationship model based on cultural assimilation prevails. Among the factors that condition the behavior of parents are their economic vulnerability, lack of knowledge of the language, limited social support, cultural differences and prejudices. The importance of the school supporting parents, and especially mothers, in their acculturation processes and their relationship with the school is underlined. In this endeavor, it is essential to count on the collaboration of different agents, such as intercultural counselors or other parents in the school.

In Italy, the presence of immigrant children is constantly increasing. During their school attendance they met significant academic and educational difficulties. This study tried to find some answers in order to support their integration. To consider their points of view could be helpful in order to develop some useful reflections on their experiences and needs, and to design educational interventions to support their integration, based on their point of view as "sophisticated thinkers and communicators". We conducted a qualitative research. The main questions were: "How was your experience in Italian schools? What difficulties did you encounter? Who helped you? What would you suggest to help the integration of a new immigrant child in class?". Research participants were 15 children, aged 10 to 11. These children were born outside of Italy and primary school was their first encounter with the Italian educational system. We used: a. focus group in order to identify the most important areas of investigation; b. conversational interview. All interviews were recorded and transcribed. During the focus group and interviews, the children's teacher helped to create a reassuring atmosphere for the children. In the process of their socio-academic integration, the children we interviewed emphasized: the role of personal relationships with classmates and teachers in order to promote a sense of belonging in class, in school and in the host society; the importance of mastering the second language to be able to enter into the new world. Because of the limited size of our sample, these findings shouldn’t be viewed as representative, yet they seem to confirm the results of previous research. There are still unanswered questions and a need for further research in the study of the successful long-term integration process of migrant children.