000171299 001__ 171299
000171299 005__ 20260520092808.0
000171299 0247_ $$2doi$$a10.1177/13654802261451027
000171299 0248_ $$2sideral$$a149339
000171299 037__ $$aART-2026-149339
000171299 041__ $$aeng
000171299 100__ $$0(orcid)0000-0002-3649-4984$$aAnzano-Oto, Silvia$$uUniversidad de Zaragoza
000171299 245__ $$aInnovation, Active Methodologies, and Educational Transformation: A Qualitative Analysis of Teachers’ Perceptions
000171299 260__ $$c2026
000171299 5203_ $$aThe needs arising in today’s society, and consequently, the demands placed on its citizens imply that individuals must possess a set of competencies to address them, such as the need to navigate diverse social contexts, manage digital information, and solve complex problems collaboratively. In terms of competency-based education, it’s essential to highlight the role of the educational field, which, must constantly adapt and transform itself to promote the comprehensive development of its students, including critical thinking, socio-emotional skills, digital literacy, and collaborative problem-solving. The objective of this study is precisely to analyze the perceptions and practices of Early Childhood and Primary Education teachers regarding the implementation of active methodologies and innovation in the classroom. The results reveal that teachers innovate in their practices and prioritize active methodologies to foster competency development in their students. Although they acknowledge various challenges, such as limited preparation time, insufficient training, and the integration of digital tools. The study highlights how Early Childhood and Primary Education teachers implement active methodologies and innovate with their students, despite facing challenges such as a lack of specific training, time for preparation, and especially digital resources to further engage in educational innovation. They share their experiences and, therefore, their contribution as educators to shaping competent citizens prepared for present and future societal demands.
000171299 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000171299 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000171299 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000171299 700__ $$0(orcid)0000-0001-7861-2400$$aSierra-Sánchez, Verónica$$uUniversidad de Zaragoza
000171299 700__ $$0(orcid)0009-0001-1853-5914$$aMallén-Berdejo, Mireya$$uUniversidad de Zaragoza
000171299 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000171299 773__ $$g(2026), [22 pp.]$$tImproving Schools$$x1365-4802
000171299 8564_ $$s302497$$uhttps://zaguan.unizar.es/record/171299/files/texto_completo.pdf$$yVersión publicada
000171299 8564_ $$s1543758$$uhttps://zaguan.unizar.es/record/171299/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000171299 909CO $$ooai:zaguan.unizar.es:171299$$particulos$$pdriver
000171299 951__ $$a2026-05-20-08:31:49
000171299 980__ $$aARTICLE