Research Group in Education, Society and Innovation with the Support of the Information and Communication Technologies (PSITIC)

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Avenues of research of the group

Leadership in educational transformation through the social-educational networks in the community as a participative organisational philosophy based on interconnection and cooperation among areas, sectors, disciplines and institutions.

Leadership in educational transformation focusing on teaching innovation with the support of the information and communication technologies. Promoting an updating of the digital competences in the classroom, the school and with the environment, closely tied to methodological innovation which focuses on improving teaching and learning processes and educational quality.

Pedagogical mediation in the classroom, the school and the community as the basis of spearheading educational transformation; spotlighting the role of families and conflict resolution to improve peaceful coexistence and foster a culture of peace.

The ethical underpinnings of the actions of professionals from different disciplines, and in a network, working together in social education, to analyse and protect the rights and responsibilities of those being educated (children and adolescents) and those who are vulnerable (multidimensional), and to provide the deontological and ethical underpinning of new models of transformational and networked leadership.

Specific objectives of each avenue of work

  • Territory, education and inclusion: new networked models of organisation and educational leadership.
    • To more deeply examine and consolidate the model of creating networks of regional social-educational co-responsibility from the perspective of greater consolidation and theoretical and methodological underpinnings. Transferring the results should increase the web of relationships among the different related sectors and decrease the social-educational failure rates in given sociocultural settings (school drop-out, precariousness, juvenile delinquency, child poverty, etc.).
    • To detect the individual, school, family and community variables that contribute to school and educational success through RDI focusing on the group in question. In this way, and within the framework of our avenues of research, we hope to determine the implications for the organisation, management and leadership of social-educational networks.
  • Educational innovation with the support of ICT, and spearheading these innovations.
    • To maintain the specific objective of getting valid experimental data which allow for an objective evaluation of a school’s level of digitalisation, its potential for improvement and pedagogical change towards blended-learning models of creating personal-virtual learning spaces and cooperative and personalised learning approaches with the support of digital tools and spaces used both individually and collectively.
    • Based on this objective, the goal is to keep developing the categorisation of the framework of digital competences throughout the different years in school, as well as the framework of digital competences that the new leaders of education should developed for a ubiquitous social-digital environment in educational and learning organisations.
  • Social-educational participation and mediation: leadership skills.
    • To develop specific proposals based on the results obtained from research which offer elements of reflection and working tools to foster and encourage the participation of students’ families, community organisations and social agents at school and in educational projects in the region and community where they are located.
    • To centre the research objectives on key aspects of peaceful coexistence, mediation, citizenship, the culture of peace and the effective participation of all the social-educational agents within the educational networks, and on the need to continue training new educational leaders in these key competences as part of their development as leaders.
    • To more deeply explore a new sub-avenue of research which has recently allowed us to evaluate these competences as part of teaching innovation at different levels of education up to the university: leadership and educational innovation in the classroom.
  • Ethics of educational and organisational leadership: The ethics dimension permeates the anthropological structure of all human beings. Hence, its presence is transversal in all human experience, which translates into a multiplicity of axiological hermeneutics signalling the richness of human diversity. In the field of education, its presence is even more radical, if possible, as it interacts with a vast variety of factors. However, they are all somehow associated with ethics in educational leadership. For this reason, and based on this premise, the purpose of the ethical sub-avenue of research of the PSITIC is to clarify the ethical implications and decision-making processes that affect four fundamental spheres, which are therefore the four major avenues of research:
    • Ethics of educational organisations: unique features of education and ethical dilemmas. 
    • Ethics of teaching: the relationships between the teachers (and institution) and the students (and collective).
    • Ethics of attention to vulnerable groups in educational strategy: diversity of vulnerabilities and care strategies.
    • Philosophy of education: revision and future projection of a multifaceted conception.