El Aprendizaje basado en proyectos (ABPy) ha ido ganando reconocimiento hasta convertirse en una de las metodologías más utilizadas en los actuales sistemas educativos para quienes han dado el paso hacia esa forma de entender la educación y la docencia que conlleva la construcción del conocimiento a través de la interacción con la realidad. El objetivo de este trabajo consiste en desvelar los retos por los que atraviesa el profesorado de primaria que plantea el trabajo escolar a través de proyectos (ABPy), para que desde su análisis y comprensión, se establezcan líneas de reflexión que ayuden al profesorado a mejorar su práctica docente. La perspectiva metodológica es cualitativa y el método utilizado ha sido un estudio de caso donde la población objeto de estudio ha sido el profesorado de la etapa de primaria del Colegio Público Zuhaizti de Donostia-San Sebastián, con el que se han utilizado entrevistas semiestructuradas y grupos de discusión. En cuanto a los resultados más sobresalientes se destacan los retos internos que genera en el profesorado, como; la gestión de la inseguridad, los miedos, el desconcierto…, y externos, tanto didácticos, relacionados con los recursos, la evaluación, el enfoque inclusivo…, como comunicativo-relacionales destacando la coordinación de equipos docentes, y la relación con las familias y el entorno. Se concluye con líneas de reflexión que ayudan a reconducir y mejorar la práctica docente respecto a la actitud personal, coordinación institucional, participación de las familias y apertura del centro.DOI: http://dx.doi.org/10.15304/ie.25.2304

In this moment the University has a great challenge; design, develop and evaluate Final Grade Work, and this paper aims to give clarity about this issue. In order to introduce the reader into this topic, we show the information found on the net about this topic in 27 degrees of 22 Spanish universities, and 5 normatives. Then, we present a proposal for action which includes guidelines to work from a videographic look (like a process) and another photographic (like a product) the Final Grade Work.

This paper presents the most important results of a research project aimed at gathering empirical evidence on current efforts to foster and develop cross-curricular competences (CCC) in Vocational Education and Training (VET) Centres located in the Basque Country (Spain). The case study research method was used, with data being gathered by means of a questionnaire completed by 473 teachers from 61 centres, as well as 16 group interviews with management teams, 16 discussion groups with students and 4 with teachers, and 3 in-depth interviews. Three general conclusions can be drawn from the results: (1) There is no common way of understanding or defining CCCs among the teachers–students–management teams of VET centres; (2) Cycles are the ideal context in which to develop processes of pedagogical change which incorporate work on CCCs in an integrated manner; and (3) Assessment continues to be the most problematic curricular element. The study also highlights a more specific set of conclusions related to organisational characteristics, the teaching–learning process and the dynamics of educational innovation.

The Council of the European Union recalls that higher education plays a fundamental role in shaping the future of Europe. Therefore, curricula are required to take into account the competences demanded by the job market so that future workers can effectively undertake their professional activities and form part of an active, responsible, ecological, sustainable, and resilient society. Ocean i3 is a cross-border project with the aim of achieving sustainability in the oceans by training students to become environmentally concerned and responsible professionals. This study explores the perception of students and teachers regarding their participation in Ocean i3 and their understanding of employability. A qualitative methodological approach has been used, based on a case study in which semi-structured interviews have been carried out and the Elevator Pitch presentation technique has been applied. Nine students and four teachers from the University of the Basque Country and the University of Bordeaux have been interviewed. The results highlight the importance of the participants’ first contact with the project, the need to be explicit regarding competences that favour employability during the development of the experience, and the need to increase and reinforce internships at social entities located in the territory. It is concluded that the project should focus more explicitly on the concept of employability to raise students’ awareness of the impact that their current participation in Ocean i3 can have on their professional future and insertion in the workplace.

This article shows the design and validation of two questionnaires addressed to students and teachers. The aim is to find out their perception about the competencies and learning outcomes for sustainability that students develop through their participation in the international cross-border project of the Bordeaux-Euskampus “Ocean i3: Blue Skills for the Development of the Blue Economy in the Basque-Aquitaine Cross-Border Coast”. The study population consisted of all the participants of the project: 37 students majoring in Biology, Law, Advertising, Business Administration and Management, Pedagogy, Criminology, Nursing, Engineering and Sports Sciences at the University of the Basque Country (UPV/EHU) and the University of Bordeaux (UBx), and 33 undergraduate and postgraduate lecturers from both universities. The article describes the procedure followed for their validity and reliability, and annexes both questionnaires. They may be transferable to other studies that share the same or similar objectives of this study.

Esta investigación analiza la percepción del conflicto en tres comunidades de aprendizaje para explorar el significado que atribuyen al término conflicto y averiguar con qué escenarios asocian su aparición. La metodología reside en la perspectiva comunicativa crítica y las técnicas han sido los relatos y las entrevistas. Los resultados indican que el conflicto se considera un hecho natural que en ocasiones deriva en comportamientos agresivos y que hay espacios que facilitan su aparición. Las conclusiones reflejan la necesidad de contemplar la dinámica procesual del conflicto y ofrecer contextos educativos en los que experimentar y aprender a gestionar las emociones.