In the field of education research, mixed methods have traditionally referred to the combination of quantitative and qualitative data that brings us closer to ‘reality’. However, recent literature on social and educational studies has increasingly incorporated works that integrate digital technologies and mixed methods. This novelty provides an opportunity to re-examine original contributions in the field, particularly in relation to educational innovation. Therefore, the objective of this article is to analyze the characteristics and the trends of new contributions from researchers in education. To achieve this, we carried out a systematic literature review (SLR) of 311 articles published from January 2010 to January 2020 in the Web of Science (WoS) and Scopus databases. We worked with nine questions that explored three key themes: characteristics, technologies and designs within the realm of educational innovation. The validation for this analysis was achieved using a criterion adopted by scholars at York University, which incorporates: inclusion and exclusion, relevance and description of data, as well as peer review in the analysis. Our findings indicate that networks of co-terms, identification of educational innovations and the types of designs -currently applied in educational innovation- as well as the adoption of a mixed-method approach seem to be much better suited to underpin the required combination of strategies and processes that are interwoven in order to address the complexity of the education phenomenon in our times. En el ámbito de la investigación, los métodos mixtos usan combinadamente datos cuantitativos y cualitativos para un acercamiento con la «realidad». En la literatura reciente de los estudios sociales y educativos, se ubica un crecimiento de publicaciones que integran tecnologías digitales y métodos mixtos y, con ello, se presenta la oportunidad de generar un aporte original de posibilidades para investigar la innovación educativa. El objetivo de este artículo fue analizar las características de estos estudios y las tendencias de nuevas contribuciones para la educación. Para lograrlo se realizó una revisión sistemática de literatura (SLR) de 311 artículos publicados, de enero 2010 a enero 2020, en las bases de datos Web of Science (WoS) y Scopus. Se trabajó con nueve preguntas que exploraron tres temas: características, tecnologías y diseños con líneas de innovación educativa. La validación se dio con los criterios de la Universidad de York: inclusión y exclusión, pertinencia y descripción de datos, así como evaluación de pares en el análisis. Los hallazgos dan cuenta de redes de co-términos, identificación de innovaciones educativas y tipos de diseños que están siendo trabajados en líneas de investigación de innovación educativa. Se concluye que el enfoque de métodos mixtos aporta con una combinación interceptadas de estrategias y procesos para abordar la complejidad del fenómeno de la educación, con compresión holística, interdisciplinar y cambio en la forma de hacer investigación en nuestros tiempos.

This article analyses how geopolitics was used to create moral panic during Salvador Allende’s government in Chile (1970–1973) and examines the type of recursive devices—such as geopolitical strategic narratives—that were employed by El Mercurio to advance specific discourses that intended to undermine the legitimacy of Allende while mobilising the public agenda towards the political right. Our thesis is that this was done by selective and framed use of international news in ways that somehow created moral panics by bringing geopolitics into the realm of the general public. In so doing, El Mercurio invisibilised important elements and effects of US Foreign Policy while highlighting similar elements and effects of the Soviet Foreign Policy. Our thesis is that in doing so, Allende’s government became associated with the ‘Red Scare’ and subsequently associated with the communist threat. This theme, we argue, remains relevant in times in which there continues to be a prevalent strategic narrative of enemies and foes in international news that continues to be used to create fear and mobilise public opinion towards the right of the political spectrum.

This article examines the type of contributions that public relations professionals make towards Corporate Social Responsibility (CSR) programmes, while discussing the issues and obstacles they face to enter into that professional area. To do so, the authors have looked at the top publicly owned companies in Spain, which are part of the so-called IBEX35^®. The research included semi-structured interviews and interpretative analysis of official documents and reports. Our findings suggest that despite normative claims from CSR departments that downplay the importance of public relations in the design and implementation of CSR programmes, the empirical evidence suggests otherwise. In this context, our findings show important operational deficiencies and accountability deficits precisely because of the lack of public relations input in the design and implementation of these programmes.