The COVID-19 situation has encouraged the creation of ICT-based learning environments. Difficulties in performing activities in a garden setting can be overcome by using Virtual Reality (VR) and Augmented Reality (AR). The aim of this research is to evaluate the usefulness of VR and AR as an educational resource through contextualised sensory experiences in the garden. Eighty-seven trainee teachers took part, and a mixed methodology was used, for the analysis of the sound and visual elements of the garden and for reflection on the usefulness of VR and AR. An interpretive and inferential analysis of the AR-based compositions was carried out and of the drawings of the garden created by the participants after the virtual immersion. The results show a bucolic-pastoral vision of the garden with a predominance of natural elements and a human presence that is respectful of the natural environment. During the immersion, >90% of the participants indicated that the sensations were positive and were able to distinguish natural components from human and/or technological items. The role of VR and AR in enhancing the understanding of content is notable, being, at the same time, tool, resource and content, which reinforces the idea that they can favour the development of teaching and digital competences.

The soundscape was used as the basis of the research carried out by the Teaching Faculty of the Universitat de València Spain. The research focused on two aspects: (i) study the relationship between environmental sounds and emotions as a base to promote environmental awareness; and (ii) analyze the usefulness as an educational resource for the development of social and environmental competences of teachers in training. Thus, a didactic sequence was designed using 360º virtual recordings of natural and human landscapes in which participants described sound and visual elements that they associated with a range of emotions. Moreover, participants identified environmental problems and reflected on the usefulness of the sound and visual landscape in the acquisition of social and environmental competences. Both qualitative and quantitative methods were used in this study and 327 teachers participated in the training. The findings show the observation of sound and visual elements can facilitate the understanding of environmental problems. The natural soundscape was associated with positive emotions, while more industrial or urban landscapes were associated with negative emotions. This can affect on people’s well-being. Moreover, the participants had a good perception of the development of their social and environmental competences, and considered that the activity promoted the transfer of knowledge and developed argumentative and critical capacities. This approach offers the opportunity to create learning environments contextualized in the landscape that facilitate the connection of scientific and artistic disciplines from an experiential perspective. It is essential to continue studying and implementing educational strategies that promote the integration of theory and practice.

El objetivo principal del presente estudio es evidenciar la estructura de los Grados de Maestro/a de Educación Primaria y de Infantil. Pretendemos comprobar qué presencia tienen las asignaturas con contenidos de Artes Visuales en los estudios de Magisterio dentro del territorio de la Comunidad Valenciana. En el mundo contemporáneo, se hace necesario estudiar y analizar cuál es la situación actual de estos estudios para obtener resultados que ayuden a mejorar la formación de los futuros profesionales del área. Evaluando la formación inicial que recibe este alumnado, podremos plantear acciones que mejoren su competencia en el mundo laboral. Así, podrán proporcionar una educación de calidad y serán capaces de comprender las necesidades de su alumnado escolar. Sin esta contextualización, realista y fundamentada, es difícil interpretar cuál es el lugar que ha ocupado la Educación Artística en la historia y evolución de estos estudios. Nos interesa demostrar las diferencias que se aprecian, entre la formación universitaria y la aplicación en la práctica de la escuela así como la gran distancia que existe entre los planteamientos políticos de la Administración y la realidad en el currículum escolar en cuanto a la presencia de la Educación Artística.