The first people considered digital natives, the millennials, have already entered the teaching profession. As a result, we are faced with a remarkable generational diversity. This survey aimed to explore the generational change in teachers and the beginning of the incorporation of the first millennials (digital natives) into teaching. It was carried out through a qualitative study using focus groups and interviews with a total of 147 teachers. The main results found establish a generational clash between migrants and digital natives. This difference is present in the use and understanding of ICTs in the teaching task across the different teaching generations and in a generational diversity within the educational centres that has not been seen so far. However, this difference between teachers is also a condition that facilitates exchange between teachers of different generations. Junior teachers help veteran teachers in the use of ICTs and veteran teachers provide the expertise that new recruits lack.

Multigrade classrooms represent a widely extended educational modality in rural contexts and territories with low demographic density. This organizational model, in which a single teacher serves students from different levels in the same space, poses particular challenges but also significant pedagogical opportunities. In this systemic literature review, a total of 40 international studies were analyzed according to the PRISMA guidelines, published between 2019 and 2024 in databases such as Scopus and ERIC. The objective of this analysis is to identify the main organizational and methodological approaches, as well as the strengths and weaknesses, associated with teaching in multigrade contexts. This systematic review has been prospectively registered in the Open Science Framework (OSF) under registration number: 64rsu. A qualitative thematic analysis was employed to organize the results into five categories: organizational models, pedagogical practices, teacher training, impact on learning, and school-community links. The findings underscore the efficacy of this model in promoting educational inclusion, cooperative learning, and curricular contextualization. Nevertheless, they also underscore the necessity for specific teacher training and support policies. This review offers a comparative and critical perspective that has the potential to inform the development of more effective pedagogical and training strategies in a range of educational settings.

Schools, as in the case of other organizations, face complex challenges due to generational phenomena. In addition to an increasingly aging teaching workforce, schools are becoming more age-diverse, with coexisting multiple generations. Two consequences of this situation are the declining availability of relevant and critical knowledge for schools as teachers retire and the difficulties associated with maintaining professional relationships among teachers of different generations. These challenges have highlighted the significance of understanding the relevance of generations of teachers and identifying ways to build on generational diversity. Specifically, intergenerational collaboration and learning are needed to meet these challenges. Accordingly, this study aims to (1) examine generational diversity among teachers, (2) inquire into their interactions and the learning processes accompanying collaborative experiences in professional development, and (3) explore how these experiences and processes can enhance professional learning and practice. To this end, an exploratory mixed methods research project is conducted, comprising a multiphase design with two exploratory sequential studies (QUAL→quan). The participants are a sample of beginner, veteran, and retired teachers from Spain’s publicly funded schools. In the qualitative strands of the study, data collection techniques comprise focus groups and semi-structured in-depth interviews followed by thematic analysis. In the quantitative strands, questionnaires (a multidimensional scale and a survey experiment) are the major data sources, which are subjected to descriptive and inferential statistical (factor and conjoint) analyses. The focus is primarily on the qualitative strands.

The introduction of digital information and communication technologies has influenced many aspects of the teaching profession. In addition to their changing use in the classroom, these technologies have strongly impacted the work and professional development of teachers. In this study, which was framed within the R+D+i project DePrInEd, we analyzed the perceptions, beliefs, opinions, and attitudes of teachers on this subject. We conducted a qualitative study through interviews, with a thematic analysis addressing the duality of technology and change. The results indicated that these produced benefits and created difficulties in the teaching task, with the latter being more demanding. Teachers stated that one of the main difficulties they encountered was related to the evolution of students as a result of technology, both in the school and social contexts. This highlights the risk that its extensive use did not lead to the acquisition of other key competencies, including digital and media competencies, in the school environment. Finally, other dimensions that impacted the corporate intelligence of educational centers included the continuous adaptation and mastery of digital competence required by teachers regarding the changes in their tasks, as well as the excessive bureaucratization that technologies have necessitated.

People with intellectual disabilities have a need for personal and social development that is often unknown or poorly understood. The main motivation is the fact that students belong to a group usually excluded from the ordinary educational process. That process is replaced with measures that focus on caring for students rather than promoting their development. The objective of this research is to understand the expectations for personal development and decision-making of students with intellectual disabilities. To achieve the stated objective, a qualitative research based on two complementary approaches, grounded theory and case study, has been employed. The sample (n = 28) was drawn from a specific study program for the training and development of people with intellectual disabilities at the University of Murcia, called “We are all Campus”. We aim to identify the different perceptions of their reality and potential for personal development, to understand their decision-making and what motivates them. Likewise, we investigate the self-perceptions of students with intellectual disabilities have and their understanding of their future life expectations. The main conclusions show that the training program represents an opportunity for students’ progression and personal development. Thus far, the expectations of the students have remained the same, focusing on their work and social inclusion.

The inclusion of people with disabilities, intellectual in the case that concerns this research, has been one of the main concerns of society in recent years. The University of Murcia has launched the “We are all Campus” program in order to facilitate the inclusion of this group from a training perspective. Being aware of the influence of self-concept in such inclusion, this research aims to analyze the influence of the self-concept of people with intellectual disabilities in their expectations of inclusion. For this purpose, 18 subjects were asked to carry out a SWOT analysis, assessing the situation in which they find themselves through a qualitative perspective and a phenomenological design. The research reveals, among other conclusions, how important personal development is to them, especially by generating autonomy in their daily routines, and also the relevance of their relationships to feel socially included.