Revista Internacional de Teoría e Investigación Educativa
type: channel
publisher: Ediciones Complutense
language: en
publication name: Revista Internacional de Teoría e Investigación Educativa
issn: 2990-1936
items: Fragmentation of academic risk assessment and perception: bibliographic review and experimental design in financial education
items: Integrating connections and disconnections with nature. A proposal for outdoor education with ecosocial approach
items: Is school performance synonymous with learning?
items: A Different Kind of Knowing: Pedagogical Rationality and Educational Research
items: Gallardo-Vázquez, P., Gallardo-López, J. A. y Gallardo Basile, F. J. (2025). Discapacidad intelectual: inclusión educativa y calidad de vida. Octaedro. 112 pp
items: A Pedagogy of Attention: Simone Weil and the Trans-formative Approach of the Rondine Method
items: Conducting Hermeneutic Research in Education: Epistemological Foundations and Implementation
items: Gonzalo Jover, Rosario González-Martín y Lydia Serrano Gregorio (2025). Pensamiento crítico, redes sociales y educación. Editorial Síntesis. 194 pp.
items: University disputes for today and tomorrow?: political polarization and weak teaching
items: Environment, Territory and Pedagogy. Comparative Perspectives on Ecological Education in Primary Schools in Colombia and Spain
items: Contra la gamificación. Una interpretación de la escuela donde el conocimiento es lo que verdaderamente importa
items: Neuroscience and education in the transition from analogic to AI.
items: Cross-cutting competences in higher education: the perception of Spanish and Chilean teachers
items: Visibility of Diversity Policies in European Universities: Analysis of Inclusive Strategies on Their Institutional Websites
items: Santos Rego, M. A., Lorenzo Moledo, M. y Sáez Gambín, D. (2025). La Universidad y el Aprendizaje-servicio. Lo que importa es la calidad. Narcea. 238 pp.
items: Enhancing Educational Growth Through Social Neuroscience: E-Learning as a Safe Platform for ASD Students
items: Friendship in social networks: Aristotelian analysis in a pospandemic context
items: The sounds of education. Musical metaphors in philosophy and pedagogical reception
items: Religious Education and the Development of Individual Subjectivity from the Perspective of Neo-Thomistic Philosophy of Education
items: Nacidos para jugar: Perspectivas del juego en la infancia
items: Educational policy and emotional competence: a pending subject.
items: Teaching-Learning to walk and the origin of intersubjectivity
items: Historical evolution of the university's mission and some challenges for the 21st century
items: Ethical Complexities of Classroom and Professional Life: the case of gossip
items: Theoretical research in education: peculiarities and trends
items: Pedagogía y educación social
items: Parental Views on Digital Device Use of Primary School Students
items: The The School and the State: A problematic relationship in Michael Oakeshott’s philosophy of education
items: La dialéctica eticidad-moralidad-acción en la formación universitaria: el esfuerzo de la negación
items: The travail of multi-faith religious education in Britain

Fragmentation of academic risk assessment and perception: bibliographic review and experimental design in financial education
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description: [Problem Statement] This research addresses how cognitive biases, especially loss aversion, affect the well-being and motivation of university students in economics and finance degree programmes, depending on the design of the assessment system. [Novelty and originality of the research] The originality lies in applying Prospect Theory to the educational context, proposing that assessment fragmentation can act as a mechanism for emotional and cognitive regulation. [General objective] The main objective is to explore, through a bibliometric review, the relationship between behavioural economics, student well-being and assessment strategies in financial education, as a basis for future empirical research. [Method] A structured review of 167 articles indexed in Scopus and Web of Science was conducted, following PRISMA criteria and using tools such as VOSviewer for co-occurrence analysis. [Research design] The research is structured in three phases: identification of thematic trends, analysis of relevant cognitive biases, and proposal of an experimental design for a second empirical phase. [Main findings] The results suggest that fragmented assessment reduces the emotional impact of perceived academic loss, improves subjective well-being, and increases student satisfaction. A field study with two groups of students, assessed using validated scales of well-being and satisfaction, is proposed to test these hypotheses.
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creator: Sergio Lopez Moreno
creator: Alejandro Hortal Sanchez
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-30
publication date: 2026-07-30
starting page: e107793
ending page: e107793
doi: 10.5209/ritie.107793

Integrating connections and disconnections with nature. A proposal for outdoor education with ecosocial approach
type: item
description: In the context of the climate emergency, this study aims to provide a theoretical foundation for outdoor education through an eco-social perspective. The methodological strategy involves examining how education professionals conceive of, experience and pedagogically convey what they refer to as ‘nature’, and how the connection with nature is redefined from an eco-social perspective. To this end, the first step is to conceptually define the forest school as a form of outdoor education and to highlight the importance of connecting with nature. Next, the author discusses some theoretical approaches which enrich outdoor education in eco-pedagogical terms, such as: the posthuman turn, wild pedagogies, eco-constructivism, landscape pedagogy and the eco-social perspective. This paper, then, advocates a Gaian conception of nature, which includes relational aspects, and puts forward the thesis that a forest school with an eco-social approach is characterized by the integration of connections and disconnections with nature. The main conclusion is that it is only by overcoming fictitious disconnections, dissociations and blind spots that we can fully grasp the socio-environmental crisis in its systemic structure. Consequently, the paper promotes an outdoor educational approach that combines direct contact with natural environments through play – to foster a strong sense of belonging – with learning experiences that provide a deeper understanding of eco-dependent and interdependent dynamics.
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creator: Larraitz Altuna Gabilondo
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-30
publication date: 2026-07-30
starting page: e109068
ending page: e109068
doi: 10.5209/ritie.109068

Is school performance synonymous with learning?
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description: This article provides a comparative analysis of the research approaches used in educational psychology when addressing, on the one hand, school learning and, on the other, school performance. Throughout the 20th century, educational psychology studies tended to move away from behaviorist laboratories to structure a field of study within compulsory schooling. Since both culture and the conditions inherent in schooling are determining factors for learning, educational psychology asks how to achieve meaningful learning in students under these conditions. However, with the growing interest in improving school performance on the part of both national governments and international organizations, psychology studies changed their perspective. This is how quantitative studies from so-called Evidence-Based Psychology began to be used. This is because, unlike school learning, the aim is to use evidence to identify which psychological variables affect school performance in order to predict and improve it. This has led to a noticeable change in perspective, not only in the way compulsory education is thought about, but also in the way teaching is thought about.
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creator: Lucio Ezequiel Mossello
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-14
publication date: 2026-07-14
starting page: e108229
ending page: e108229
doi: 10.5209/ritie.108229

A Different Kind of Knowing: Pedagogical Rationality and Educational Research
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description: This essay makes the case that, first and foremost, a different kind of knowing than that of the empirical sciences is proper to educational reseach and action. The opening section begins with the suggestion that in a digital age, a residual positivism infuses educational policymaking internationally and is also influential in educational research. It is shown how this development tends to exclude heart of educational practice itself from research. The second section reviews the historical dominance of research models based on empirical sciences. It traces the efforts of prominent thinkers like Dilthey, Husserl and Ortega y Gasset to challenge an empiricist rationality in research endeavours more widely and to chart new approaches. The contribution of hermeneutic philosophers, particularly Gadamer, is examined in the third section, highlighting the merits of a conversational rationality in disclosing the richer textures of human experience. The fourth section then explores the singular appropriateness of a conversational rationality for educational thought aand action: for elucidating and justifying a pedagogical rationality, properly so called. Finally, the promise of pedagogical rationality for educational research is explored in the concluding section, including its more illuminating ways of knowing and its more inviting possibilities of engaging practitioners and researchers alike.
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creator: Pádraig Hogan
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-30
publication date: 2026-07-30
starting page: e107300
ending page: e107300
doi: 10.5209/ritie.107300

Gallardo-Vázquez, P., Gallardo-López, J. A. y Gallardo Basile, F. J. (2025). Discapacidad intelectual: inclusión educativa y calidad de vida. Octaedro. 112 pp
type: item
subject: Reviews
  topic: section
creator: Ángel Rosauro Moragues
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-14
publication date: 2026-07-14
starting page: e107146
ending page: e107146
doi: 10.5209/ritie.107146

A Pedagogy of Attention: Simone Weil and the Trans-formative Approach of the Rondine Method
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description: This article examines the role of attention in education according to the thought of the French philosopher Simone Weil (1909-1943) and the trans-formative approach of the Rondine Method. For Weil, education should be focused on the formation of attention, which seeks to arouse in students a love for truth and justice. For the author, this notion includes different levels such as intellectual, moral, spiritual and social. On the other hand, attention, from a Weilian perspective, has a fundamental role in the trans-formative approach to conflict, since it is constituted as the right temporal and spatial distance in which the I and the You can become protagonists of the We, attuning their experiences in a vital rhythm within the habitat of trust.
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creator: María del Sol Romano
creator: Benedetta Sonaglia
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-11-18
publication date: 2025-11-18
starting page: e103798
ending page: e103798
doi: 10.5209/ritie.103798

Conducting Hermeneutic Research in Education: Epistemological Foundations and Implementation
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description: Hermeneutics constitutes a philosophical movement with a profound influence on research in the social sciences—including educational research—the humanities, and health sciences. Although it is commonly referred to as a methodological perspective, hermeneutics is primarily an epistemological project, which requires special attention to its theoretical foundations. Furthermore, its historical proximity and theoretical relationship with phenomenology has led to considerable confusion in its identification and justification as a research approach. This article aims to clarify the epistemological foundations and methodological possibilities of hermeneutics in educational research. To this end, the fundamental differences between Edmund Husserl's transcendental phenomenology, Martin Heidegger's hermeneutic phenomenology, and Hans-George Gadamer's hermeneutic philosophy are analysed. Subsequently, a series of current methodological proposals inspired by these lines of thought are presented, exploring two of them in depth: the phenomenological-hermeneutic method proposed by Max Van Manen, Mark Vagle's post-intentional phenomenology, and Nancy Moules' hermeneutic proposal, whose analysis includes possible criticisms or theoretical debates that have recently arisen. In this way, the text offers a current and critical overview of the possibilities of hermeneutic research in education that can promote the development of projects from this perspective.
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creator: María Castillo-López
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-11-18
publication date: 2025-11-18
starting page: e105041
ending page: e105041
doi: 10.5209/ritie.105041

Gonzalo Jover, Rosario González-Martín y Lydia Serrano Gregorio (2025). Pensamiento crítico, redes sociales y educación. Editorial Síntesis. 194 pp.
type: item
subject: Reviews
  topic: section
creator: Facundo Dyszel
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-22
publication date: 2026-07-22
starting page: e105617
ending page: e105617
doi: 10.5209/ritie.105617

University disputes for today and tomorrow?: political polarization and weak teaching
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description: The aim of this paper is, from the field of knowledge production in Higher Education and in dialogue with contributions from other areas of knowledge, to discuss some current university conflicts or issues. Through a theoretical and conceptual overview, we attempt to develop a framework that encompasses some current social changes and challenges and problems identified in and for universities around the world. We focus specifically on the problems arising from the links between democracy and universities as a consequence of processes that have been taking place in universities for several decades. We analyze this issue through a concrete example: the recent case of Uruguay. We attempt to provide examples of political polarization processes and changes in teaching practice that can undermine the full democratic practice of universities and the dialogue between universities and their society. Beyond the specific case, we debate some impacts that the consolidation of these changes may have on the university's missions or responsibilities in establishing itself as a protected space for the pursuit of debate and civic engagement.
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creator: Carolina Cabrera Di Piramo
creator: Avril Regueira Domínguez
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-09-16
publication date: 2025-09-16
starting page: e103058
ending page: e103058
doi: 10.5209/ritie.103058

Environment, Territory and Pedagogy. Comparative Perspectives on Ecological Education in Primary Schools in Colombia and Spain
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description: This review article comparatively analyzes how ecological education is configured in primary education in Colombia and Spain, based on three key categories: environment, territory, and pedagogy. In a global context marked by the socio-environmental crisis of the Anthropocene, the transformative role of the school is recognized as a space to rethink the relationships between society and nature. The review draws on recent and relevant literature from both countries, highlighting critical, community-based, and interdisciplinary approaches to environmental education. In Colombia, proposals focus on territorial appropriation, ecological justice, and community participation; while in Spain, emphasis is placed on climate literacy, situated learning, and the construction of sense of place. The methodology is based on qualitative documentary analysis, applying criteria of relevance, timeliness, and conceptual depth. The findings reveal convergences in the need for a contextualized and ethical pedagogy, as well as common challenges related to teacher training and curricular integration. It is concluded that advancing toward a transformative ecological education requires understanding environment and territory as pedagogical and cultural constructs rooted in children’s lived experiences.
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creator: Kelly Yurany Losada Montenegro
creator: Luis Manuel Navas Gracia
rights: Copyright (c) 2026 Revista Internacional de Teoría e Investigación Educativa
date: 2026-07-14
publication date: 2026-07-14
starting page: e104008
ending page: e104008
doi: 10.5209/ritie.104008

Contra la gamificación. Una interpretación de la escuela donde el conocimiento es lo que verdaderamente importa
type: item
description: This article intends to stand as a defense of the classical interpretation of education where its substantial core would consist of an education of reason in the face of (still) new pedagogical fashions that blur this center, introduce ideologies alien to the formation of the person and which is exemplified here through the so-called “gamification”. To defend this thesis, it will be argued that a traditional interpretation of the school presents it as the place where young learners are imbued with the knowledge of the truth, that this progressive immersion in knowledge causes them to acquire the form of the truth that is being known and that to this task can be reduced (neither more nor less) the noble figure of educators even today.
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creator: José María Barrio Maestre
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-06-12
publication date: 2025-06-12
starting page: e102830
ending page: e102830
doi: 10.5209/ritie.102830

Neuroscience and education in the transition from analogic to AI.
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description: In the last thirty years we have moved from a substantially analogue communication, and education, to an almost completely digital world. We have moved from separate worlds, and competences, to an integrated and interconnected world. The barriers of knowledge and expertise have been broken down, and with them also the principle of mediation and authority in information and knowledge. To fully fulfil our role as educators, we need to make a further effort: to cross the boundary between disciplines and between knowledge. What is needed is a renewed encounter that allows us to merge and blend the new discoveries of neuroscience with the unique and unrepeatable experience of teachers. In a world that appears massified and standardised, we must return to the individuality of the person and grasp that valid element, that useful suggestion, for a model of democratic education that can truly contribute to leaving no one behind and 'no one excluded'. The sea of over-exposure and over-information in which we are all exposed and overexposed would like it to be an opportunity for a free and conscious encounter and confrontation with the other, with what is different from oneself, but in that same sea it is extremely easy and most likely to get lost. This article aims to hint at the recent discoveries of neuroscience regarding emotions, rest, exposure to social media and texting as a prevalent form of communication, regarding reading between paper and screen, for an enhancement of human subjectivity.
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creator: Michele Di Salvo
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-06-06
publication date: 2025-06-06
starting page: e101207
ending page: e101207
doi: 10.5209/ritie.101207

Cross-cutting competences in higher education: the perception of Spanish and Chilean teachers
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description: The competency-based educational model is presented as a response to the demands of a society in constant transformation, focused on the development of transversal and specific skills, which allows university students to acquire the knowledge and tools necessary to face social challenges. The article provides a theoretical basis and analyses the perception of Spanish and Chilean university academics (n=9) on the development and formative assessment of transversal competences in education degrees oriented towards teacher training. Using the focus group technique, four dimensions were addressed with respect to the work and evaluation of competences. The results show that there are challenges such as the lack of coordination between subjects, the commitment of teachers and the institution itself, and also some obstacles, mainly focused on the student ratio and the resistance of some teachers to the change of model. Among the suggestions, academics highlighted coordination mechanisms and spaces, applying formative assessment to identify students' strengths and weaknesses, and designing tasks that respond to the real professional situations that future teachers have to face.
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creator: Carlos Enrique Favre Rodríguez
creator: María Jo´se Hernández-Serrano
creator: Paula Renés Arellano
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-05-12
publication date: 2025-05-12
starting page: e99799
ending page: e99799
doi: 10.5209/ritie.99799

Visibility of Diversity Policies in European Universities: Analysis of Inclusive Strategies on Their Institutional Websites
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description: Within the Sustainable Development Goals for the 2030 Agenda, the premise stands out that "education must be inclusive, equitable, and of quality, in addition to fostering lifelong learning opportunities for all" (UNESCO, 2016). In this context, education faces the challenge of providing quality education at all educational stages, including university. The question then arises as to whether universities have the necessary resources and measures to address student diversity. To address this issue, a descriptive exploratory study of a quantitative nature has been carried out, analyzing the websites of 73 European universities with mobility agreements with the Faculty of Education of the Complutense University of Madrid. This involved observing the availability of resources and services aimed at addressing diversity. In conclusion, despite significant efforts and a growing commitment to inclusion, it is evident that there is still a long way to go to achieve true inclusive education in the university setting.
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creator: Sergio Estévez Acedo
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-05-12
publication date: 2025-05-12
starting page: e101077
ending page: e101077
doi: 10.5209/ritie.101077

Santos Rego, M. A., Lorenzo Moledo, M. y Sáez Gambín, D. (2025). La Universidad y el Aprendizaje-servicio. Lo que importa es la calidad. Narcea. 238 pp.
type: item
description: No aplica
subject: Reviews
  topic: section
creator: José Luis González-Geraldo
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-05-12
publication date: 2025-05-12
starting page: e101707
ending page: e101707
doi: 10.5209/ritie.101707

Enhancing Educational Growth Through Social Neuroscience: E-Learning as a Safe Platform for ASD Students
type: item
description: The outbreak of the COVID-19 pandemic caused significant disruptions to conventional educational methodologies, resulting in a swift transition towards online and remote learning. This shift presented notable obstacles, especially for students with specific requirements like autism spectrum disorder (ASD). This current theoretical analysis explores the potential of electronic learning as a tool to facilitate the academic advancement of ASD students from the perspective of social neuroscience. Studies in social neuroscience emphasize the profound consequences of social seclusion on mental well-being and emotional health. Prolonged periods of social distancing and the absence of in-person interactions may have adverse effects on cognitive growth and academic achievement. Nonetheless, the digital realm could provide distinct benefits for ASD students, who frequently encounter difficulties in social interaction and emotional management within traditional class settings. The assessment delves into the social-cognitive deficiencies linked with ASD and how online learning could supplement the educational requirements of these students. Despite conflicting findings on the effectiveness of online education for ASD, this review proposes that an adaptable and personalized approach tailored to individual needs could improve learning prospects. Ultimately, the infusion of social neuroscience principles into educational methodologies could facilitate the establishment of a more comprehensive and supportive learning atmosphere for all students, including those with specific needs.
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creator: Mahnaz Ezhdehakosh
creator: Yaser Khajavi
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-03-13
publication date: 2025-03-13
starting page: e98808
ending page: e98808
doi: 10.5209/ritie.98805

Friendship in social networks: Aristotelian analysis in a pospandemic context
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description: According to Aristotle, friendship is necessary for a person to develop to their full potential. However, social networks have brought about a substantial change in the relationships between adolescents. This article aims to reflect on the development of friendship in adolescents in social networks, considering the proposals made by the Stagirite and the situation caused by COVID-19. Thus, the main concepts linked to friendship from the Aristotelian perspective are presented and the transformations they have undergone because of the emergence of social networks are analysed. Among the conclusions, it is stated that the Aristotelian perspective cannot be considered anachronistic but is fundamental for understanding contemporary educational reality. It is committed to underlining the importance of establishing friendships based on character, cultivating those virtues that will favor the development of the person in that environment.
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creator: Yaiza Sánchez Pérez
creator: Carmen Caro
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-03-10
publication date: 2025-03-10
starting page: e92428
ending page: e92428
doi: 10.5209/ritie.92428

The sounds of education. Musical metaphors in philosophy and pedagogical reception
type: item
description: This study explores the metaphor of the organist, utilized by Immanuel Kant and Maurice Merleau-Ponty in their philosophical frameworks to elucidate key aspects of their theoretical inquiries. Originating from the realm of music, this metaphor is subsequently reinterpreted and adapted to the field of pedagogy. Johann Friedrich Herbart, drawing on Kant’s ideas, and Hartmut Rosa, inspired by Merleau-Ponty’s phenomenology, extend these philosophical insights to develop the concepts of pedagogical tact and resonance, respectively. Although neither Herbart nor Rosa explicitly reference the organist metaphor, it plays a pivotal role in interpreting the educational dimensions of their theories. The metaphor thus establishes a dual analogy: by bridging music and philosophy, it serves as a conceptual link between art and pedagogy. This connection not only deepens our understanding of the educational process but also offers innovative perspectives for rethinking the interaction between teaching and learning.
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creator: Paolo Bonafede
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-03-10
publication date: 2025-03-10
starting page: e99754
ending page: e99754
doi: 10.5209/ritie.99754

Religious Education and the Development of Individual Subjectivity from the Perspective of Neo-Thomistic Philosophy of Education
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description: education, with religious education representing a significant dimension of this process. The current analysis aims to problematise the relationship between religious education and the development of individual subjectivity. This analysis is conducted through the lens of the neo-Thomistic philosophy of education, which facilitates the formulation of the concept of human subjectivity and its development. To this end, three distinct concepts of religious education, derived from three general educational paradigms, are identified. The analysis leads to the conclusion that confessional education, which focuses on fostering relationships between maturing individuals and God, provides a reference point for decisions that may oppose social structures that undermine the dignity of their participants.
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creator: Jarosław Horowski
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-03-10
publication date: 2025-03-10
starting page: e100192
ending page: e100192
doi: 10.5209/ritie.100192

Nacidos para jugar: Perspectivas del juego en la infancia
type: item
subject: Reviews
  topic: section
creator: Minerva Rodríguez Sanz
rights: Copyright (c) 2025 Revista Internacional de Teoría e Investigación Educativa
date: 2025-03-13
publication date: 2025-03-13
starting page: e101439
ending page: e101439
doi: 10.5209/ritie.101439

Educational policy and emotional competence: a pending subject.
type: item
description: This article presents some ideas about the relationship between emotions and politics in Education and the possible shortcomings that we continue to face today. To do this, first of all, the conceptualization of emotions, as well as competence and emotional intelligence, has been addressed, highlighting their importance in the integral development of the human being. Through some of the most relevant authors, these concepts have been framed in the educational area. Subsequently, the role that emotions play in politics has been analyzed, with special emphasis on their influence within the area in question. Also, it has been explored how emotional competence is reflected in educational legislation, both nationally (laws and decrees) and internationally (Human Rights, Sustainable Development Goals). Finally, emotional responsibility has been linked to pedagogical transformation, highlighting its impact on educational change processes.
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creator: María Inés Martín García
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-12-19
publication date: 2024-12-19
starting page: e99174
ending page: e99174
doi: 10.5209/ritie.99174

Teaching-Learning to walk and the origin of intersubjectivity
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description: Introduction. The article discusses the meaning of education as a key to human uniqueness and a driving force in the process of humanisation, in order to nurture the empowerment of teachers, educators and caregivers; the concept of education is, in the author's opinion, a key to anthropology. Method. Tracing the results of the most recent anthropological research on the main milestones of the process in order to find the most significant elements of this singularity. It is the anthropologists themselves who, in their own publications, are unfolding the humanistic consequences of their discoveries. Results. Standing upright was always taken as the first indication that the process of humanisation was underway. The recent discovery is the firm demonstration that the process of standing was not gene-driven, but was the result of learning, and therefore its expansion was due to teaching behaviour: we always learn to walk in a teaching context. This process anticipated the stone culture by millions of years. Education put human beings on their feet. Discussion. The intersubjective process of teaching and education was thus the main framework in which the evolutionary dynamics of humanisation flourished; the culture of education was the evolutionary energy for the process of humanisation.
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creator: Joaquín García Carrasco
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-11-25
publication date: 2024-11-25
starting page: e97754
ending page: e97754
doi: 10.5209/ritie.97754

Historical evolution of the university's mission and some challenges for the 21st century
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description: This study aims to provide a deep understanding of the contemporary challenges facing universities in the 21st century. The University, throughout its history in various civilizations, has undergone significant transformations, particularly in the 20th century with the creation of the European Higher Education Area (EHEA) and the Bologna Declaration. We are currently in a propitious moment to reflect on its current state and address the challenges posed by the globalized era of the 21st century. If significant adjustments are not made, universities may continue to face endemic problems that hinder their adequate contribution to society. This paper examines the historical evolution of the university's mission, from its origins in the 12th century. Currently, the university faces the need to balance teaching, research, and knowledge transfer, thereby contributing to social justice and the common good. The negative perception of universities as "factories of the unemployed" and the threats to the teaching vocation, exacerbated by progressive digitalization, are among its current issues. To achieve the objective of this study, the current legislation, such as the LOSU, which emphasizes the university's triple mission: teaching, research, and knowledge transfer, is analyzed. A review of the educational system reveals the need for better coordination between levels for a smooth transition to the university, highlighting the importance of guidance and teacher training. In conclusion, the university must adapt to current and future needs, ensuring greater educational coordination and improving faculty preparation to face the challenges of a globalized and digitalized society. The synergy between these missions is essential for the future of the university, requiring appropriate incentives and recognition for the faculty.
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creator: Luis Espino-Díaz
creator: Fernando García-Cano Lizcano
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-11-25
publication date: 2024-11-25
starting page: e97980
ending page: e97980
doi: 10.5209/ritie.97980

Ethical Complexities of Classroom and Professional Life: the case of gossip
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description: An examination of five examples of gossiping within a school context casts doubt on the general view of gossip as either reprehensible or trivial. A discussion of the examples highlights an area of largely unexamined ethical complexity in the teacher’s professional life. It reminds us that gossip can promote the goods of solidarity and collegiality, it can be a help to moral deliberation and be instrumental in the uncovering of systemic moral flaws in the workings of the institution. It concludes that gossiping can be permissible and that sometimes, in an ethically complex situation, teachers may decide that it is their professional duty to gossip.
subject: Guest contribution
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creator: Patricia White
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-06-12
publication date: 2024-06-12
starting page: e95459
ending page: e95459
doi: 10.5209/ritie.95459

Theoretical research in education: peculiarities and trends
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description: The aim of this study is to provide a better basis for understanding theoretical research in education, based on its singularities and trends through the analysis of conceptual or theoretical doctoral research in Spain over the last two decades. During the last decade of the 20th century, there has been a spectacular increase in empirical studies in education to the detriment of theoretical studies. So far, no meta-theoretical or genealogical study of the theoretical corpus in education has been undertaken. This paper examines the nature of this type of research, the objectives pursued by this type of studies and the plurality of typologies they adopt in the Educational Sciences. To achieve the objective of this study, documentary analysis has been combined with an exploratory panoramic review of theoretical or conceptual doctoral theses carried out in Spain within the last twenty years (2003-2023). The main findings include the residual role of theoretical studies with respect to empirical research in Educational Sciences, the interdisciplinary nature of this type of studies, as opposed to the disciplinary nature of empirical research, and the scientistic tendency in educational research whose origin is due to extra-scientific factors.
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creator: Clara Romero Pérez
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-06-06
publication date: 2024-06-06
starting page: e95053
ending page: e95053
doi: 10.5209/ritie.95053

Pedagogía y educación social
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subject: Reviews
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creator: María Naranjo Crespo
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-06-06
publication date: 2024-06-06
starting page: e96057
ending page: e96057
doi: 10.5209/ritie.96057

Parental Views on Digital Device Use of Primary School Students
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description: This research aims to examine parents' views on their primary school-aged children's use of digital devices. The study was designed in a descriptive phenomenology pattern. Thus, the data in the research were collected through semi-structured interviews, which is one of the qualitative research methods. As a result of the analysis, three main categories were created: “Parental Views on Digital Device Use, Parental Mediation in Digital Device Use, and Parental Awareness of Digital Device Use”. The results drew attention to the fact that parents control the time their children spend with digital devices, as well as the need for time limitation and supervision in the digital media. Additionally, the results revealed that the parents allow their children to visit websites that they believe are safe to spend time on digital devices for learning purposes. The findings of this study are anticipated to alert parents of primary school-aged children to the importance of giving their children quality time on digital media while keeping them safe.
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creator: Mehmet Emrah Kuru
creator: Mustafa Yunus Eryaman
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-04-16
publication date: 2024-04-16
starting page: e90349
ending page: e90349
doi: 10.5209/ritie.90349

The The School and the State: A problematic relationship in Michael Oakeshott’s philosophy of education
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description: This essay considers a problem with Oakeshott’s theory of civil society, namely, its impotence to support the robust form of education necessary to sustain civil association, which is one of the underlying postulates of his theory of political life. This reflects the significant disconnect between Oakeshott’s political philosophy in On Human Conduct and his philosophy of education. Central to this philosophy is the cultivation of individuality. This character trait is required to enjoy a fulfilling life and to participate in civil association. The primary thesis of this essay is that the state must provide the resources to allow the poor the opportunity to acquire and exercise their individuality. The secondary thesis is that the extent to which such intervention is realistic or appropriate should not be exaggerated.
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creator: Kevin Williams
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-05-07
publication date: 2024-05-07
starting page: e91845
ending page: e91845
doi: 10.5209/ritie.91845

La dialéctica eticidad-moralidad-acción en la formación universitaria: el esfuerzo de la negación
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description: The aim of this article is to provide reasons to sustain that making socio-moral formation effective requires considering the dialectic ethicity-morality-action, in which the "effort of negation" is indispensable. The terms included in this thesis, constructed on the basis of classical and current authors, are clarified and some paradoxical implications of this dialectic are shown, as well as the aspects in which the effort of negation is required. The need to make a critique of the hegemonic ethicity in which values and pseudo-values are interwoven is shown; the idea that uncertainty provides greater freedom is discussed and the overcoming of capricious conscience and the pretension of absolute autonomy is proposed. It is argued that the moral subject, in order to be such, must go out to meet the other, through recognition, and overcome presentism, anthropocentrism, androcentrism and colonial thought.
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creator: Teresa Yurén Camarena
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-04-09
publication date: 2024-04-09
starting page: e88802
ending page: e88802
doi: 10.5209/ritie.88802

The travail of multi-faith religious education in Britain
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description: The purpose of this article is to consider the post-confessional history of religious education in Britain, that is, multi-faith religious education, which is the form of religious education that succeeded confessional religious education, and to enquire why (and in what ways) it is in such a ‘lamentable’ state. The focus is on weaknesses rather than strengths, for it is weaknesses that are increasingly becoming apparent and increasingly discussed. Attention is given both to the commitments and ideas that have shaped the changing character of multi-faith religious education over the last fifty years and to identified weaknesses, as revealed in observational research in classrooms and in pupil surveys.
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creator: L. Philip Barnes
rights: Copyright (c) 2024 Revista Internacional de Teoría e Investigación Educativa
date: 2024-04-09
publication date: 2024-04-09
starting page: e88921
ending page: e88921
doi: 10.5209/ritie.88921