Validation of the DesEi survey to assess teachers' perceptions of creative and inclusive practices with digital media

Abstract

Introduction. The development of creative and inclusive teaching practices with digital media is one of the challenges to advance the Sustainable Development Goals. UNESCO guidelines for educational policies and plans emphasize the importance of creativity and inclusion, with special emphasis on groups in vulnerable situations. The aim of this research is to design and show evidence of validity of the DesEi survey to know the perceptions of teachers in schools with special difficulties on creative and inclusive practices with digital media. Method. A literature review allowed extracting relevant variables and analyzing the content validity using the expert judgment technique. The construct validity and reliability of the questionnaire was carried out with a sample of 220 teachers from schools with special difficulties throughout Spain. An Exploratory Factor Analysis (EFA) was performed using the principal component extraction method with Varimax rotation, verifying it with the Kaiser-Meyer-Olkin (KMO) test, the result of which was .937 (X2 =3172.81; gl= 276; p= 0.000). Bartlelt's test of sphericity was statistically significant (p<0.01). A 2-factor factorial solution and a total of 24 items were obtained, tested by Confirmatory Factorial Analysis (RMSEA= .061; CFI = .942, and TLI=.934). The results of reliability and internal consistency were endorsed with the calculation of Cronbach's Alpha and McDonald's Omega coefficient (Appropriation α=.931, ω= .940; Control α=.891, ω= .867; CR Appropriation = .93; CR Control = .85, and AVE Appropriation = 50; AVE Control =.40). The final version of the instrument consisted of 22 items and the Ownership and Control dimensions. Discussion. A useful tool with implications for the development of creative and inclusive practices with digital media is presented.