Universal Design for Learning (UDL) is a developing educational approach that aims to improve learning for all students without having to make significant modifications to the curriculum. This concept has been progressively incorporated into pedagogical debates and education regulations. Along this line, some publications have illustrated the efficacy of UDL in terms of access, participation, and commitment to learning processes, especially in the case of students with disabilities. This paper provides a systematic review of relevant academic literature that enhances our understanding of how UDL was integrated into teacher education processes by identifying three different forms of conceptualizing UDL. For this purpose, 88 articles were included that addressed the incorporation of Universal Design for Learning into initial and in-service teacher education processes. The results point to a dominant approach grounded on a problematic association of UDL with students with disabilities or learning difficulties. This narrow view restricts how teachers apply inclusive practices in classrooms, calling for a broader and more comprehensive interpretation of UDL. The study contributes to fostering discussions about Universal Design for Learning (UDL) as a whole, including the dominant perspective projected in how it is understood and applied in teacher education and classrooms. It envisions new, more inclusive scenarios for the development of educational approaches that support all learners, fostering a truly inclusive learning environment.

Concerned about the limits of normative deliberative pedagogies, we designed and organized a workshop to explore to possibilities of an agonistic pedagogy for global citizenship education. We brought together a range of participants including national and international primary and university students, researchers and curriculum developers and we created pedagogical activities in which disagreement was fostered. We aimed to normalize conflict, create channels for the expression of political emotions and generate opportunities for the emergence of new subjectivities. Our findings suggest that the plurality of participants and the conflict-orientated pedagogies facilitated the normalization of conflict, the participants’ affective engagement with Others and the creation of new subjectivities. They also indicate that older participants had less positive attitudes towards conflict-orientated pedagogies and discussions on abstract topics did not foster ‘affective’ engagement. We examine potential implications for further educational research and practice considering the singularities of this project.

The COVID-19 pandemic has transformed educational processes. This has had major consequences for students and, in particular, for those with special education needs. Dyslexic students suffer from widespread educational and legal invisibility, and information on their situation and that of their families during this health crisis is lacking. This article presents the results of an exploratory study based on two online surveys taken by parents (n = 327) and children with dyslexia (n = 203) through the Spanish Dyslexia Federation (acronym in Spanish “FEDIS”), the Dyslexia and Family Association (acronym in Spanish “DISFAM”), and the Ibero-American Organisation for Specific Learning Difficulties (acronym in Spanish “OIDEA”). Data were collected in May–July 2020. The results offer a comprehensive viewpoint (family and children) on the aspects that have helped and hindered learning, such as teacher and family support, emotional state, use of ICT, and the importance of the voluntary/association network. The study provides evidence of how lockdown and school closures have created additional difficulties for learning but also how certain educational processes have been bolstered with the support of technological resources that should serve as benchmarks for education policy and classroom practice.

Este artículo presenta un análisis crítico de la Inteligencia Emocional como discurso dominante, a través del cual se concretan formas de entender, gestionar y aprender sobre las emociones en el ámbito educativo. En la primera parte se discute el reciente interés por lo emocional y cómo la popularidad de las ideas asociadas a la Inteligencia Emocional viene dada por su capacidad para asociarse con otros discursos de gran influencia que emergen desde las ciencias del cerebro (neurología, psicología cognitiva, etc.). Como parte de esta discusión se cuestionan algunas de sus cualidades principales como son su neutralidad, su potencial para transcender planteamientos dualistas que imperan en las concepciones tradicionales, así como su propuesta de cambio de paradigma. La segunda parte del artículo examina la presencia e implicaciones del discurso de Inteligencia Emocional en el contexto educativo a través de los mecanismos de medición de inteligencia emocional y los programas de educación o alfabetización emocional. También se discute la importancia de las implicaciones emocionales para los educadores, a la vez que se trata la problemática asociada al poder subjetivador de dicho discurso. Para concluir, se exponen argumentos que invitan a reflexionar y explorar formas alternativas de entender y plantear lo emocional y la educación emocional.Cómo citar este artículo: Menéndez Álvarez‑Hevia, D. (2018). Aproximación crítica a la Inteligencia Emocional como discurso dominante en el ámbito educativo | A critical approach to emotional intelligence as a dominant discourse in the field of education. Revista Española de Pedagogía, 76 (269), 7‑23. doi: 10.22550/REP76-1-2018-01Descriptores: alfabetización emocional discurso educación emocional emocionalidad implicación emocional de educadores inteligencia emocional subjetivación

Futures studies offer a framework of ideas and guidelines that allow us to develop more productive images of the future and ways of working with it. Despite several efforts to translate this approach to different educational contexts, it is still a field under development. The main objective of this article is to present and discuss the latest international academic developments and contributions of futures studies to education. For this purpose, we conducted a systematic review of the literature using the Web of Science and Scopus databases. We considered articles published between 2012 and 2022. We started with 437 articles and after the application of the exclusion criteria, this number was reduced to 50 articles that were directly related to educational issues. The findings show that the literature included specific educational methodologies, a balance between theoretical and empirical publications, a focus on specialised journals and countries and that multidisciplinarity in education was not common with subjects outside social sciences. Moreover, we found that the predictive approach and negative perspectives were not present. We conclude that futures literacy is a key element to bringing together ideas related to futures studies in education, that futures studies contribute to changing the way of working with and conceptualising the future in education, and that they promote transformative movements. Los estudios de futuros ofrecen un marco de ideas y disposiciones a partir de las cuales desarrollar imágenes más productivas del futuro y formas de trabajar con este. Aunque existen múltiples esfuerzos por trasladar estos planteamientos a diferentes ámbitos educativos, aún sigue siendo un campo por desarrollar. El objetivo central de este artículo es exponer y discutir los últimos avances y contribuciones académicas internacionales de estudios de futuros en educación. Para ello, se ha realizado una revisión sistemática de la literatura usando las bases de datos Web of Science y Scopus considerando artículos publicados entre 2012 y 2022. Se ha contado con una muestra inicial de 437 artículos que, al aplicar criterios de exclusión, se redujo a 50 que vinculaban directamente los estudios de futuros a temas educativos. Los hallazgos muestran que las publicaciones contienen propuestas educativas, que existe un equilibrio entre estudios teóricos y empíricos, que se concentran en revistas especializadas, en determinados países y que la multidisciplinariedad es limitada fuera de las Ciencias sociales. Asimismo, encontramos que el enfoque predictivo y las visiones negativas no tienen presencia. Se concluye que la alfabetización en futuros es un elemento clave para acercar las ideas de estudios de futuros al ámbito educativo, que los estudios de futuros contribuyen a cambiar las formas de trabajar y conceptualizar el futuro en educación y que promueven dinámicas transformadoras.

This paper explores the factors that influence attendance to taught sessions in higher education. Absenteeism is approached as a complex phenomenon that is problematic when considering how students, lecturers and universities relate to it. Our study is conducted as a case study based on a large post-92 university in England, focusing on the undergraduate Education Studies programme. We took a collaborative approach with students and staff as research partners. Data were collected through one-to-one interviews with different members of staff and focus groups with students in all the 3 years of the programme. We used a thematic network analysis to generate a visual representation of the subthemes that emerged from collaborative analysis. Our findings show that attendance is a situated decision that can be articulated in relation to two sets of factors. The first set refers to university imperatives, and which relate to discourses of performativity and accountability. The second set relates to the complexities of students’ lives. In the intersection between these two clusters of concerns, the tension between the two sets of discourses plays out and has implications for the degree of engagement that students have with the university and their courses.