A comprehensive and 100% online program, exclusive to TECH, with an international perspective backed by our membership in the Association for Teacher Education in Europe”

The evolution of education requires not only the adoption of new technologies but also the creation of environments that stimulate curiosity, collaboration, and active learning. Tools such as robotics and 3D printing have proven essential in transforming the classroom into an innovative space. Ultimately, these trends not only improve academic performance but also prepare students to face the challenges of an increasingly technological and connected world. 

In this context, TECH has designed a comprehensive Advanced master’s degree in Implementation of Educational Projects, Robotics, and 3D Printing, aimed at professionals who wish to lead this change in the education sector. Through a structured and comprehensive syllabus, topics such as technological project planning, robot programming, and creative design through 3D printing will be covered. Additionally, pedagogical strategies for integrating these tools into the classroom will be explored, enhancing STEM (Science, Technology, Engineering, and Mathematics) learning. As a result, graduates will be equipped to design and implement innovative educational projects in institutions at all levels, positioning themselves as leaders in incorporating technology into teaching. 

With a 100% online format, TECH will allow students to access the content anytime and from anywhere. Moreover, the program uses the Relearning methodology, based on the reiteration of key concepts. This way, students can balance their work and personal activities while acquiring the necessary tools to transform education with cutting-edge technologies. 

Additionally, thanks to TECH's membership with the Association for Teacher Education in Europe (ATEE), professionals will gain access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences free of charge and access linguistic support. Furthermore, they will be included in the ATEE consultancy database, expanding their professional network and access to new opportunities. 

Be the change that education needs! With TECH and its innovative Relearning methodology, you will take the next step towards a transformative professional career. Start today!” 

This Advanced master’s degree in Implementation of Educational Projects, Robotics, and 3D Printing contains the most complete and up-to-date educational program on the market. The most important features include:

• The development of practical cases presented by experts in education 
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice 
• Practical exercises where the self-assessment process can be carried out to improve learning 
• Special emphasis on innovative methodologies in the Implementation of Educational Projects, Robotics, and 3D Printing 
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments 
• Content that is accessible from any fixed or portable device with an internet connection 

You will address robotics, 3D printing, and the most advanced strategies through up-to-date content, expert instructors, and a 100% online methodology designed for your success” Enroll now!” 

Its teaching staff includes professionals from the field of education, who bring to this program the experience of their work, as well as recognized specialists from reference societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide an immersive learning experience designed to prepare for real-life situations. 

This program is designed around Problem-Based Learning, whereby the student must try to solve the different professional practice situations that arise throughout the program. For this purpose, the professional will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will discover how to integrate cutting-edge technology into educational projects with a unique and updated curriculum that covers everything from robotics to 3D design” 

Do you want to turn your ideas into innovative educational projects? With this university degree, you will achieve your goals and make a difference in the academic sector. Join TECH today!” 

Throughout the syllabus of this university degree, professionals will tackle topics ranging from the design and development of technology-based projects to robot programming and advanced 3D printing tool management. Additionally, emphasis will be placed on pedagogical strategies for applying these technologies in various educational contexts, fostering skills such as creativity, problem-solving, and collaborative work. All of this will be combined with a practical and updated approach, ensuring that the content is relevant and applicable to the professional environment. 

With the flexibility and effectiveness of the Relearning methodology, you will redesign the future of education. Here, you will be trained by the best specialists in technology and education” 

Module 1. Introduction to Educational Projects 

1.1. What is an Educational Project? 

1.1.1. Description 

1.1.1.1. Plan the Process to Achieve the Goal 
1.1.1.2. Implications of the Process 
1.1.1.3. Presentation of the Results 

1.1.2. Identify the Problem 
1.1.3. Address Its Causes and Consequences 

1.1.3.1. SWOT Analysis 
1.1.3.2. Formulation of Actions 

1.1.4. Diagnosis of the Problem Situation 

1.1.4.1. Location and Situation of the Project 
1.1.4.2. Time Management 
1.1.4.3. Pre-established Objectives and Goals 

1.1.5. Innovative Educational Projects: Where to Start? 

1.1.5.1. The Best Alternative 
1.1.5.2. Study or Diagnosis of the Problem Situation 

1.2. What is It For? 

1.2.1. Generate Changes in Environments 

1.2.1.1. Change Management 
1.2.1.2. Verification of the Problem and Its Solution 
1.2.1.3. Institutional Support 
1.2.1.4. Verification of Progress 
1.2.1.5. What Specific Student Population Is Addressed? 

1.2.2. Transform and Enable 

1.2.2.1. Social Dynamics 
1.2.2.2. Defining the Problem 
1.2.2.3. Topics of Common Interest 

1.2.3. Changing Reality 

1.2.3.1. The Operational Unit 

1.2.4. Collective Action 

1.2.4.1. Carrying Out Collective Actions and Activities 
1.2.4.2. Spontaneous Activities 
1.2.4.3. Structured Activities 
1.2.4.4. Collective Action and Socialization 
1.2.4.5. Collective Action and Stigmatization 
1.2.4.6. Collective Action, Transition, and Trust 

1.3. Origin 

1.3.1. Planning the Process to Reach an Educational Goal 

1.3.1.1. Defining the Objectives 
1.3.1.2. Justification of the Project 
1.3.1.3. Project Relevance 
1.3.1.4. Contribution to the Educational Community 
1.3.1.5. Feasibility of Implementation 
1.3.1.6. Limitations 

1.3.2. Learning Objectives 

1.3.2.1. Achievable and Measurable 
1.3.2.2. Relationship of the Objectives with the Identified Problem 

1.4. Recipients 

1.4.1. Educational Projects Carried Out in a Specific Center or Institution 

1.4.1.1. Students 
1.4.1.2. Needs of the Center 
1.4.1.3. Teachers Involved 
1.4.1.4. Executives 

1.4.2. Educational Projects Related to an Educational System 

1.4.2.1. Vision 
1.4.2.2. Strategic Objectives 
1.4.2.3. Political Resources 
1.4.2.4. Social Resources 
1.4.2.5. Educational Resources 
1.4.2.6. Regulatory Resources 
1.4.2.7. Financial Resources 

1.4.3. Educational Projects Developed Outside the Educational System 

1.4.3.1. Examples 
1.4.3.2. Complementary Approaches 
1.4.3.3. Reactive/Proactive 
1.4.3.4. Change Agents 
1.4.3.5. Public/Private

1.4.4. Specialized Learning Educational Projects 

1.4.4.1. Specific Educational Needs 
1.4.4.2. Learning as Motivation 
1.4.4.3. Self-assessment and Motivation 
1.4.4.4. Learning Through Research 
1.4.4.5. Examples: Improving Daily Life 

1.5. Factors 

1.5.1. Analysis of the Educational Situation 

1.5.1.1. Stages 
1.5.1.2. Review 
1.5.1.3. Recollect Information 

1.5.2. Selection and Definition of the Problem 

1.5.2.1. Verification of Progress 
1.5.2.2. Institutional Support 
1.5.2.3. Delimitation 

1.5.3. Definition of the Project's Objectives 

1.5.3.1. Related Objectives 
1.5.3.2. Work Guidelines 
1.5.3.3. Analysis of Objectives 

1.5.4. Justification of the Project 

1.5.4.1. Relevance of the Project 
1.5.4.2. Usefulness for the Educational Community 
1.5.4.3. Feasibility 

1.5.5. Analysis of the Solution 

1.5.5.1. Foundation 
1.5.5.2. End or Purpose 
1.5.5.3. Goals or Scope 
1.5.5.4. Context 
1.5.5.5. Activities 
1.5.5.6. Timeline 
1.5.5.7. Resources and Responsibilities 
1.5.5.8. Assumptions 

1.5.6. Planning of Actions 

1.5.6.1. Planning of Corrective Actions 
1.5.6.2. Proposed Work 
1.5.6.3. Activity Sequences 
1.5.6.4. Delimitation of Deadlines 

1.5.7. Work Schedule 

1.5.7.1. Decomposition of Work 
1.5.7.2. Communication Tool 
1.5.7.3. Identifying Project Milestones 
1.5.7.4. Blocks of Activities 
1.5.7.5. Identifying Activities 
1.5.7.6. Development of an Activity Plan 

1.5.8. Specification of Human, Material, and Financial Resources 

1.5.8.1. Human Resources 

1.5.8.1.1. Project Participants 
1.5.8.1.2. Roles and Functions 

1.5.8.2. Material Resources 

1.5.8.2.1. Resources 
1.5.8.2.2. Project Equipment 

1.5.8.3. Technological Resources 

1.5.8.3.1. Required Equipment 

1.5.9. Evaluation 

1.5.9.1. Process Evaluation 
1.5.9.2. Results Evaluation 

1.5.10. Final Report 

1.5.10.1. Guide 
1.5.10.2. Limitations 

1.6. Involved Agents 

1.6.1. Students 
1.6.2. Parents 

1.6.2.1. Families 

1.6.3. Teachers 

1.6.3.1. Educational Guidance Teams 
1.6.3.2. Institution Teachers 

1.7. Contents 

1.7.1. Signs of Identity 

1.7.1.1. Micro or Macro 
1.7.1.2. Contributing to the Educational Community 

1.7.2. Characteristics 

1.7.2.1. Ideological 
1.7.2.2. Teaching 
1.7.2.3. Units
1.7.2.4. Schedules 
1.7.2.5. Facilities 
1.7.2.6. Teaching Staff 
1.7.2.7. Executives 

1.7.3. Objectives and Commitments 

1.7.3.1. Goals and Objectives 
1.7.3.2. Involvement of the Educational World 

1.7.4. Concrete Values 

1.7.4.1. Habits 
1.7.4.2. Behaviors It Fosters 

1.7.5. Methodology 

1.7.5.1. Attention to Diversity 
1.7.5.2. Project-Based Learning 
1.7.5.3. Thinking-Based Learning 
1.7.5.4. Digital Learning 

1.7.6. Organizational Structure 

1.7.6.1. Fundamental Objective 
1.7.6.2. The Mission 
1.7.6.3. Theory, Principles, and Values 
1.7.6.4. Purposes and Change Strategies 
1.7.6.5. Pedagogical Conception 
1.7.6.6. Community Environment 

1.8. Objectives 

1.8.1. Teachers 

1.8.1.1. Counselor-Coordinator 
1.8.1.2. Collaborating in Modernization 

1.8.2. Pedagogical Approaches 

1.8.2.1. Effective 
1.8.2.2. Evaluate 
1.8.2.3. Design 
1.8.2.4. Develop 
1.8.2.5. Implement Methods 

1.8.3. Training Needs 

1.8.3.1. Continuing Education 
1.8.3.2. Pedagogies 
1.8.3.3. Digital Learning 
1.8.3.4. Educational Collaboration 
1.8.3.5. Methodological Strategies 
1.8.3.6. Teaching Resources 
1.8.3.7. Exchanging Experiences 

1.9. Results 

1.9.1. What Will Be Evaluated? 

1.9.1.1. How Will the Exam Be Conducted? 
1.9.1.2. Who Will Be Responsible for Conducting It? 
1.9.1.3. When Will the Analysis Take Place? 
1.9.1.4. Analysis with SMART: Relevance, Addressing Significant Aspects 

1.9.2. Globality 

1.9.2.1. Areas 
1.9.2.2. Dimensions 

1.9.3. Reliability 

1.9.3.1. Reflection 
1.9.3.2. Measurements 
1.9.3.3. Based on Objective Evidence 

1.9.4. Conciseness 

1.9.4.1. Writing 
1.9.4.2. Presentation 

1.9.5. Operability 

1.9.5.1. Measurement 
1.9.5.2. Feasible Results 
1.9.5.3. Consensus: Assumed and Shared 

1.10. Conclusions 

1.10.1. Digitalization 
1.10.2. Collaboration 
1.10.3. Transformation 

Module 2. Types of Educational Projects 

2.1. Technological Projects 

2.1.1. Virtual Reality 
2.1.2. Augmented Reality 
2.1.3. Mixed Reality 
2.1.4. Digital Whiteboards 
2.1.5. iPad or Tablet Project 
2.1.6. Mobile Phones in the Classroom 
2.1.7. Educational Robotics 
2.1.8. Artificial Intelligence 
2.1.9. E-learning and Online Education 
2.1.10. 3D Printers 

2.2. Methodological Projects 

2.2.1. Gamification 
2.2.2. Game-Based Learning 
2.2.3. Flipped Classroom 
2.2.4. Project-Based Learning 
2.2.5. Problem-Based Learning 
2.2.6. Thinking-Based Learning 
2.2.7. Competency-Based Learning 
2.2.8. Cooperative Learning 
2.2.9. Design Thinking 
2.2.10. Montessori Methodology 
2.2.11. Musical Pedagogy 
2.2.12. Educational Coaching 

2.3. Values-Based Projects 

2.3.1. Emotional Education 
2.3.2. Anti-Bullying Projects 
2.3.3. Support Projects for Associations 
2.3.4. Peace Projects 
2.3.5. Anti-Discrimination Projects 
2.3.6. Solidarity Projects 
2.3.7. Gender Violence Prevention Projects 
2.3.8. Inclusion Projects 
2.3.9. Intercultural Projects 
2.3.10. Coexistence Projects 

2.4. Evidence-Based Projects 

2.4.1. Introduction to Evidence-Based Projects 
2.4.2. Preliminary Analysis 
2.4.3. Objective Determination 
2.4.4. Scientific Research 
2.4.5. Project Selection 
2.4.6. Local or National Contextualization 
2.4.7. Feasibility Study 
2.4.8. Implementation of the Evidence-Based Project 
2.4.9. Monitoring of the Evidence-Based Project 
2.4.10. Evaluation of the Evidence-Based Project 
2.4.11. Publication of Results 

2.5. Artistic Projects 

2.5.1. LOVA (Opera as a Learning Vehicle) 
2.5.2. Theater 
2.5.3. Musical Projects 
2.5.4. Choir and Orchestra 
2.5.5. Projects on the Center's Infrastructure 
2.5.6. Visual Art Projects 
2.5.7. Plastic Arts Projects 
2.5.8. Decorative Art Projects 
2.5.9. Street Projects 
2.5.10. Creativity-Centered Projects 

2.6. Health Projects 

2.6.1. Nursing Services 
2.6.2. Healthy Eating Projects 
2.6.3. Dental Projects 
2.6.4. Ophthalmological Projects 
2.6.5. First Aid Plan 
2.6.6. Emergency Plan 
2.6.7. Projects with External Health Entities 
2.6.8. Personal Hygiene Projects 

2.7. Sports Projects 

2.7.1. Construction or Renovation of Play Areas 
2.7.2. Construction or Renovation of Sports Spaces 
2.7.3. Creation of Sports Clubs 
2.7.4. Extracurricular Classes 
2.7.5. Individual Sports Projects 
2.7.6. Team Sports Projects 
2.7.7. Sports Competitions 
2.7.8. Projects with External Sports Entities 
2.7.9. Projects for Generating Healthy Habits 

2.8. Language Projects 

2.8.1. Language Immersion Projects within the Center 
2.8.2. Local Language Immersion Projects 
2.8.3. International Language Immersion Projects 
2.8.4. Phonetic Projects 
2.8.5. Conversation Assistants 
2.8.6. Native Teachers 
2.8.7. Preparation for Official Language Exams 
2.8.8. Language Learning Motivation Projects 
2.8.9. Exchange Programs 

2.9. Excellence Projects 

2.9.1. Reading Improvement Projects 
2.9.2. Math Improvement Projects 
2.9.3. Foreign Language Improvement Projects 
2.9.4. Collaboration with Prestigious Entities 
2.9.5. Competitions and Awards 
2.9.6. Projects for External Evaluations 
2.9.7. Connection with Companies 
2.9.8. Preparation for Standardized Recognition and Prestige Tests 
2.9.9. Excellence Projects in Culture and Sports 
2.9.10. Advertising 

2.10. Other Innovation Projects 

2.10.1. Outdoor Education 
2.10.2. Youtubers and Influencers 
2.10.3. Mindfulness 
2.10.4. Peer Tutoring 
2.10.5. RULER Method 
2.10.6. School Gardens 
2.10.7. Learning Community 
2.10.8. Democratic School 
2.10.9. Early Stimulation 
2.10.10. Learning Corners 

Module 3. Benefits of Implementing an Educational Project 

3.1. For the School as an Institution: Identity, Style, and Presence 

3.1.1. Groups that Make Up a School: The Institution, Students and Their Families, Educators 
3.1.2. The Educational Project is a Living Reality 
3.1.3. Defining Dimensions of the Educational Project 

3.1.3.1. Towards Tradition. Identity/Own Character, Mission 
3.1.3.2. Towards the Future. Style, Vision 
3.1.3.3. The Tradition-Future Link: Presence, Values 

3.1.4. Honesty and Coherence 
3.1.5. Identity. The Updated Development of Its Mission (Own Character) 
3.1.6. Style. From the Image of What We Want to Do (Vision) to the Way of Doing It 
3.1.7. Presence. The Practical Realization of Values 
3.1.8. The Three Dimensions of the Educational Project as Strategic References 

3.2. For Students and Their Families 

3.2.1. The Image of the School Reflects Its Educational Project 
3.2.2. Relational Dimensions of the Educational Project 

3.2.2.1. Towards Internal Recipients of the Educational Action: The Students 
3.2.2.2. Towards External Participants in the Educational Action: The Families 

3.2.3. Communication and Coherence 
3.2.4. Essential Communicative Dimensions of an Educational Project 
3.2.5. Identity. Comprehensive Training with a Foundation, Rooted in Tradition 
3.2.6. Style. Learning Knowledge and Skills in Character Formation 
3.2.7. Presence. Educating Today’s Citizens with a Mark 
3.2.8. The Three Dimensions of the Educational Project as the Basis for School Marketing 
3.2.9. Clientele Relationship and Belonging 

3.3. For Educators: Teachers and Other Staff 

3.3.1. Educators as Stakeholders 
3.3.2. Educators: The Cornerstone of an Educational Project 
3.3.3. Human Capital, Social Capital, and Decision-Making Capital 
3.3.4. The Essential Participation of Educators in Shaping the Educational Project 
3.3.5. Climate and Coherence 
3.3.6. Project, Change, and People: It Is Not Possible to Regulate All Three 
3.3.7. Identity. Clarity in Educational Intentions and Educator Identity 
3.3.8. Style. Formation of a Form of Presence, Methodological Principles, and Common Teaching Practices 
3.3.9. Presence. Establishing Educational Priorities, Organizational Structures, and Training Needs 
3.3.10. The Three Dimensions of the Educational Project as the Pillars of Human Resources Management 

3.4. For the Driving Force of the School 1. Improvement in Leadership Style 

3.4.1. Main Drivers of a School: Leadership Style, Leaders, and Collective Alignment 
3.4.2. Educational Project and School Leadership 
3.4.3. The Leading Manager as a Moral Reference 
3.4.4. Leadership Style as a Pedagogical Reference 
3.4.5. Can We Talk About a Leadership Project? 
3.4.6. Elements of Leadership Style Dependent on the Educational Project 

3.4.6.1. Organizational Structures 
3.4.6.2. Leadership Style 
3.4.6.3. The Possibility of Other Leadership Forms 
3.4.6.4. Forms of Participation and Delegation 

3.4.7. Adequacy of Organizational Structures to the Identity, Style, and Presence of the School 
3.4.8. Gradual Development of a Local Leadership Culture 

3.5. For the Driving Force of the School: 2. Generation of Leaders 

3.5.1. Leaders as Managers 
3.5.2. The Three Capitals of the Leader – Human, Social, and Decision-Making and the Educational Project 
3.5.3. Bringing Talent to the Surface 
3.5.4. Capacity, Commitment, and Service 
3.5.5. Educational Project, Organizational Flexibility, and Leadership 
3.5.6. Educational Project, Innovation Processes, and Leadership 
3.5.7. Educational Project, Creativity, and Leadership 
3.5.8. Moving Toward a Teaching Role with a Leadership Focus 
3.5.9. Educating Future Leaders 

3.6. For the Driving Force of the School: 3. Alignment with Mission, Vision, and Values 

3.6.1. The Need for Alignment 
3.6.2. Main Obstacles to Alignment 
3.6.3. The Leader as Aligner 
3.6.4. Lifelong Learning as an Educator: Developing Personal Competence Lines 
3.6.5. From the Teacher's Bag to Shared Teaching Habits 
3.6.6. Educational Project and Development of a Professional Teaching Culture 
3.6.7. Having Resources for Authentic Assessment 
3.6.8. Evaluation of Educational Service Quality 

3.6.8.1. Local Reality 
3.6.8.2. Systemic Nature 
3.6.8.3. Absolute Priority of Teaching-Learning Activities 

3.7. For Educational Advancement: 1. Adaptation to Students, Active Methodologies, and Environmental Demands 

3.7.1. The Importance of Educational Goals 
3.7.2. The Importance of Scientific Knowledge about How We Learn 
3.7.3. How is the Evolution of a School Manifested? 
3.7.4. Focus on Growth Processes 
3.7.5. Focus on Systematic Learning Processes 
3.7.6. Prioritizing Active Methodologies: The Important Thing is to Learn 
3.7.7. Prioritizing Situated Learning 
3.7.8. Adapting to Environmental Demand 
3.7.9. Beyond Current Needs: An Educational Project with a “Future Vision” 
3.7.10. Educational Project and Operational Research 

3.8. For Educational Advancement: 2. Improvement of the Environment of Coexistence, Learning, and Work. Sustainability 

3.8.1. The Educational Project as the Basis for a Proper School Climate 
3.8.2. Educational Project and Coexistence 
3.8.3. Educational Project and Learning Style 
3.8.4. Educational Project and Organization of Work 
3.8.5. Leadership Support 
3.8.6. The Sustainability of Work in an Educational Institution 
3.8.7. Elements of Sustainability 

3.8.7.1. The School's Strategic Plan 
3.8.7.2. Practical Quality Indicators 
3.8.7.3. Global Evaluation System 

3.9. For Educational Advancement: 3. Relationship with the Environment, Other Schools in the Area or in the Same Network 

3.9.1. Having a Distinct Profile and Recognizable Voice in the Environment 
3.9.2. Opening Up to the Surrounding Reality 

3.9.2.1. Knowing the Environment 
3.9.2.2. Interacting with It 

3.9.3. Identification with Other Schools in the Same Institution or Area 
3.9.4. From Peer Learning in the Classroom to Inter-School Learning 
3.9.5. Shared Experiences 
3.9.6. Institutional Framework Project and the School's Own Educational Project 

3.9.6.1. The common framework 
3.9.6.2. Different Needs and Sensitivities 
3.9.6.3. What Does the Global-Local Dialectic Contribute to the School’s Educational Project? 

3.10. For Educational Advancement: 4. Deepening in the Ideology and Style 

3.10.1. Ideology, Mission, Own Character: Three Complementary Terms 
3.10.2. The Mission Grounds the Basic Lines of the Educational Project 
3.10.3. The Educational Project Develops the Own Character 
3.10.4. The Alignment Between the Educational Project and the Ideology 
3.10.5. Forming a Way of Doing and Reflecting on Education 
3.10.6. Updates to the Educational Project Update the Own Perspective with which New Realities Are Approached 
3.10.7. It is Necessary to Periodically Reflect on the Fundamentals 
3.10.8. Ideology, Educational Project, and the Transmission of Educational Tradition 

Module 4. Circumstances that Influence the Programming and Implementation of the Educational Project 

4.1. Scope of the Educational Project 

4.1.1. Ownership of the Center 
4.1.2. Physical and Socio-Cultural Situation of the Location 

4.2. Human Resources 

4.2.1. Organizational Chart of the School in the Educational Project 
4.2.2. Management Team 
4.2.3. Teaching Staff 
4.2.4. Administrative and Support Staff 
4.2.5. Non-Teaching Staff 
4.2.6. Training 
4.2.7. Hiring 

4.3. Transparency of the Educational Project 

4.3.1. Project Information 
4.3.2. Results of Educational Practice 

4.4. Involvement of Educational Stakeholders 

4.4.1. Personal Identification with the Project 
4.4.2. Center Staff 
4.4.3. Families 

4.5. Quality Factors for Creating an Educational Project 

4.5.1. Inclusive vs. Exclusive School Projects 

4.5.1.1. At the Student Level 
4.5.1.2. At the Teacher Level 
4.5.1.3. At the Methodology Level 

4.6. Difficulty with Changes and Adaptation to Reality 

4.6.1. Comfort Zone 
4.6.2. Fears and Weaknesses 

4.7. Analysis of Results and New Proposals 

4.7.1. At the External Testing Level 
4.7.2. At the Internal Testing Level 
4.7.3. Family Satisfaction with Various Elements (Curriculum, Staff, etc.) 
4.7.4. Teacher Satisfaction 

Module 5. Programming Phase of the Educational Project: Holistic Analysis of the Situation 

5.1. Social Analysis 

5.1.1. Globalization 
5.1.2. State and Society 
5.1.3. Contemporary Policies and Ideologies 
5.1.4. Social Changes 
5.1.5. Information and Knowledge Society 
5.1.6. Welfare Society: Realities and Myths 
5.1.7. Work and Employability 
5.1.8. Citizen Participation 
5.1.9. Social Context Diagnosis 
5.1.10. Challenges of Contemporary Society 

5.2. Psychological Analysis 

5.2.1. Notes on Learning Theories 
5.2.2. Dimensions of Learning 
5.2.3. Psychological Processes 
5.2.4. Multiple Intelligences 
5.2.5. Cognitive and Metacognitive Processes 
5.2.6. Teaching Strategies 
5.2.7. Learning Styles 
5.2.8. Educational Needs and Learning Difficulties 
5.2.9. Thinking Skills 
5.2.10. Counseling and Guidance 

5.3. Cultural Analysis 

5.3.1. Theories on Culture 
5.3.2. Culture and Cultural Evolution 
5.3.3. Components of Culture 
5.3.4. Cultural Identity 
5.3.5. Culture and Society 
5.3.6. Traditions and Customs in Culture 
5.3.7. Culture and Communication 
5.3.8. Culture and Cultural Education 
5.3.9. Interculturality and Integration 
5.3.10. Crises and Challenges in Culture 

5.4. Technological Analysis 

5.4.1. ICT and New Technologies 
5.4.2. Innovation and Development 
5.4.3. Advantages and Disadvantages of New Technologies 
5.4.4. The Impact of ICT in the Educational Field 
5.4.5. Internet Access and New Technologies 
5.4.6. Digital Environment and Education 
5.4.7. E-learning and B-learning 
5.4.8. Collaborative Learning 
5.4.9. Video Games and Teaching 
5.4.10. ICT and Teacher Training 

5.5. Ethical Analysis 

5.5.1. Introduction to Ethics 
5.5.2. Ethics and Morality 
5.5.3. Moral Development 
5.5.4. Contemporary Principles and Values 
5.5.5. Ethics, Morality, and Beliefs 
5.5.6. Ethics and Education 
5.5.7. Educational Deontology 
5.5.8. Ethics and Critical Thinking 
5.5.9. Values-Based Education 
5.5.10. Ethics and Project Management 

5.6. Business Analysis 

5.6.1. Business Planning and Strategy 
5.6.2. Mission and Vision of the Organization 
5.6.3. Organizational Structure 
5.6.4. Administrative Management 
5.6.5. Management 
5.6.6. Coordination 
5.6.7. Control 
5.6.8. Resources 

5.6.8.1. Human 
5.6.8.2. Technological 

5.6.9. Supply, Demand, and Economic Environment 
5.6.10. Innovation and Competitiveness 

5.7. Analysis of the Institution’s Goals and Objectives 

5.7.1. Definition of Goals and Objectives 
5.7.2. Institutional Goals 
5.7.3. General Objectives 
5.7.4. Specific Objectives 
5.7.5. Plans and Strategies 
5.7.6. Actions and Campaigns 
5.7.7. Expected Results 
5.7.8. Achievement Indicators 

5.8. Analysis of Students and Family Context 

5.8.1. Characteristics of the Student’s Environment 
5.8.2. The Socialization Process 
5.8.3. Family Structure and Dynamics 
5.8.4. Educational Involvement of the Family 
5.8.5. The Student and Their Reference Groups 
5.8.6. Educational Inclusion and Family 
5.8.7. Attention to Diversity 
5.8.8. Coexistence Plan 
5.8.9. Self-Regulation and Independence 
5.8.10. Performance Factors 

5.9. Analysis of Educational Agents 

5.9.1. Definition of Educational Intervention Agents 
5.9.2. The Role of the Educational Mediator 
5.9.3. Civil Society and Organizations 
5.9.4. The Educational Community 
5.9.5. Teaching Staff 
5.9.6. Management Personnel 
5.9.7. Responsibility of the Mass Media 
5.9.8. Leadership and Education 
5.9.9. Learning Environment 
5.9.10. Integration and Participation Strategies 

5.10. SWOT Analysis 

5.10.1. SWOT Matrix 
5.10.2. Weaknesses 
5.10.3. Threats 
5.10.4. Strengths 
5.10.5. Opportunities 
5.10.6. Success Pairs 
5.10.7. Adaptation Pairs 
5.10.8. Response Pairs 
5.10.9. Risk Pairs 
5.10.10. Lines of Action and Strategy 

Module 6. Integration Phase of the Educational Project within the Institution 

6.1. Applicable Regulatory Framework. General Considerations and Contents of the Educational Project 

6.1.1. General Considerations 
6.1.2. School Organization 

6.1.2.1. General Considerations 
6.1.2.2. Theoretical Approaches to School Organization 
6.1.2.3. Organizational Components in Educational Institutions 

6.1.3. Definition and Characteristics 
6.1.4. Values, Objectives, and Priority Actions Based on the Institution’s Identity 
6.1.5. Core Elements for Curriculum Development 
6.1.6. Pedagogical Guidelines 
6.1.7. Contents of the Educational Project 
6.1.8    Key Aspects to Consider 

6.2. Tutorial Action Plan 

6.2.1. General Considerations 
6.2.2. Objectives 
6.2.3. Tutoring Sessions 

6.2.3.1. Tutor Functions 
6.2.3.2. Tutoring Assignments 
6.2.3.3. Tutoring Organization 

6.2.4. Cycle Coordination 

6.2.4.1. Selection of the Coordinator 
6.2.4.2. Cycle Functions 
6.2.4.3. Functions of the Coordinator 

6.2.5. Academic Support Measures 
6.2.6. Actions and Activities 

6.2.6.1. Related to Students 
6.2.6.2. Related to Families 
6.2.6.3. Related to Faculty and Institutional Organization 
6.2.6.4. Related to Other Educational Agents 

6.2.7. Student Evaluation 

6.2.7.1. Assessment Instruments 
6.2.7.2. Phases 
6.2.7.3. Grading Criteria 
6.2.7.4. Student Promotion 

6.2.8. Faculty Evaluation. Evaluation of Other Educational Agents 
6.2.9. Evaluation of the Tutorial Action Plan 
6.2.10. Key Aspects to Consider 

6.3. Truancy Prevention Plan 

6.3.1. General Considerations 
6.3.2. Definition of Truancy 
6.3.3. Types of Truancy 
6.3.4. Program Objectives 
6.3.5. Implementation Procedures 
6.3.5.1. Preparatory Phase 
6.3.5.2. Intervention Phase 
6.3.5.3. Evaluation Phase 
6.3.6. Record of Tardiness 
6.3.7. Justification of Absences and Tardiness 
6.3.8. Summons and Meeting Minutes 
6.3.9. Referral Letter and Report 
6.3.10. Key Aspects to Consider 

6.4. Educational Inclusion Plan 

6.4.1. General Considerations 
6.4.2. Organizational Measures 
6.4.3. Accessibility Adaptations 
6.4.4. Significant Adaptations 
6.4.5. Human Resources 
6.4.6. Material Resources 
6.4.7. Involved Stakeholders 
6.4.8. Protocols to be Followed by Tutors and Institutions with Students 
6.4.9. Monitoring of the Action Plan 
6.4.10. Key Aspects to Consider 

6.5. Coexistence and Equality Plan 

6.5.1. General Considerations 
6.5.2. Assessment of the Institution’s Coexistence Environment 
6.5.3. Objectives 
6.5.4. Organizational and Operational Criteria 
6.5.5. Action Models 

6.5.5.1. Action Model Aimed at Prevention and Promoting an Atmosphere of Equality and Equal Opportunities 
6.5.5.2. Action Plans 

6.5.5.2.1. In General Institutional Organization and Planning 
6.5.5.2.2. In the Area of Tutoring 
6.5.5.2.3. In the Area of Educational Guidance 
6.5.5.2.4. In the Area of Common Space Activities 
6.5.5.2.5. In the Family Setting 

6.5.5.3. Action Model for Students Exhibiting Behavior Contrary to Coexistence Norms 
6.5.5.4. Action Model for Students Exhibiting Severely Disruptive Behavior 

6.5.6. Monitoring of the Action Plan 
6.5.7. Protocol for Addressing Peer Violence 
6.5.8. Protocol for Addressing Aggressions Against Teachers 
6.5.9. Other Action Protocols 
6.5.10. Key Aspects to Consider 

6.6. Transition Plan Between Educational Stages 

6.6.1. General Considerations 
6.6.2. Involved Personnel 
6.6.3. Transition Plan from Pre-School to Primary Education 
6.6.4. Transition Plan from Primary to Secondary Education 
6.6.5. Student Promotion 
6.6.6. Objectives 
6.6.7. Methodological Guidelines 
6.6.8. Evaluation 
6.6.9. Follow-up Meetings 
6.6.10. Key Aspects to Consider 

6.7. Reading Promotion Plan 

6.7.1. General Considerations 
6.7.2. Needs Analysis in the Area of Reading within the Institution 
6.7.3. Objectives 
6.7.4. Strategies to Achieve the Objectives 
6.7.5. Methodology 
6.7.6. Proposed Activities 
6.7.7. Resources 
6.7.8. Evaluation of the Reading Plan 
6.7.9. Templates 
6.7.10. Key Aspects to Consider 

6.8. School Welcome Plan 

6.8.1. General Considerations 

6.8.2. General Objectives 
6.8.3. Responsibilities 
6.8.4. Newly Arrived Students 

6.8.4.1. General Aspects 

6.8.4.1.1. Before Enrollment 

6.8.4.1.1.1. Registration, Information, and Preparation 

6.8.4.1.2. Enrollment 

6.8.4.1.2.1. Welcome 
6.8.4.1.2.2. Classroom Integration 

6.8.4.1.3. After Enrollment 

6.8.4.1.3.1. Initial Evaluation and Needs Assessment 
6.8.4.1.3.2. Coordination Among Educational Stakeholders 
6.8.4.1.3.3. Planning for Ongoing Support 

6.8.4.1.4. Monitoring and Opportunities 
6.8.4.1.5. Evaluation of the Process 

6.8.4.2. Students Arriving at the Beginning of the Academic Year 
6.8.4.3. Students Arriving After the Academic Year Has Started 
6.8.4.4. Students with No Knowledge of the Language 

6.8.5. Newly Arrived Teaching Staff 

6.8.5.1. General Aspects 
6.8.5.2. Staff Arriving at the Beginning of the Academic Year 
6.8.5.3. Staff Arriving After the Academic Year Has Started 

6.8.6. Non-Teaching Staff 

6.8.6.1. General Aspects 
6.8.6.2. Non-Teaching Staff Arriving at the Beginning of the Academic Year 
6.8.6.3. Non-Teaching Staff Arriving After the Academic Year Has Started 

6.8.7. Student Welcome Plan Template 
6.8.8. Teacher Welcome Plan Template 
6.8.9. Non-Teaching Staff Welcome Plan Template 
6.8.10. Key Aspects to Consider 

6.9. Internal Regulations 

6.9.1. General Considerations 
6.9.2. Student Enrollment Assignment to the School 
6.9.3. Entry and Exit Schedules 
6.9.4. Absences and Substitutions 

6.9.4.1. Student Absences and Substitutions 
6.9.4.2. Absences and Substitutions of Teaching and Non-Teaching Staff 

6.9.5. Medication Administration Protocol 

6.9.5.1. General Criteria 
6.9.5.2. Health Protocol 
6.9.5.3. Predictable and Unpredictable Emergencies 
6.9.5.4. First-Aid Kit 
6.9.5.5. Medication Administration 
6.9.5.6. Appendices 

6.9.6. Accident Protocol 

6.9.6.1. General Criteria 
6.9.6.2. Minor and Major Situations 

6.9.7. Protocol on Extracurricular and Supplementary Activities 
6.9.8. Protocol for Managing School Facilities and Spaces 

6.9.8.1. General Criteria 
6.9.8.2. Security and Supervision of the School 
6.9.8.3. Custodial Services 
6.9.8.4. Common Areas 
6.9.8.5. Classroom 
6.9.8.6. Use of IT Equipment 
6.9.8.7. Other 

6.9.9. Tutoring Meetings 
6.9.10. Key Aspects to Consider 

6.10. Project Portfolio 

6.10.1. School Cafeteria Educational Project 
6.10.2. Emergency Plan 
6.10.3. Innovation Project 
6.10.4. Program for the Reuse, Replacement, and Renewal of Textbooks 
6.10.5. Improvement Plan 
6.10.6. Curricular Project 
6.10.7. Linguistic Project 
6.10.8. Educational Marketing Plan 
6.10.9. Faculty Training Plan 
6.10.10. ICT Project 
6.10.11. Further Reading 

Module 7. Implementation Phase of the Educational Project: Key Factors for an Efficient and Effective Educational Project 

7.1. Educational Leadership How Many Are We? 

7.1.1. General Considerations 
7.1.2. Theories Informing the Concept of Leadership 
7.1.3. Core Leadership Competencies 
7.1.4. Leadership Models 
7.1.5. European Trends in Educational Leadership 
7.1.6. Tools for Effective and Efficient Leadership 
7.1.7. Stages in Becoming a Leader 
7.1.8. Social Skills 
7.1.9. Emotional Skills 
7.1.10. Key Aspects to Consider 

7.2. Preparation. Who Are We? 

7.2.1. General Considerations 
7.2.2. Definition of the Educational Project 
7.2.3. Relationship Between the Educational Project and Other Institutional Documents 
7.2.4. Implications of the Educational Project 
7.2.5. Definition of the Process 
7.2.6. Action Planning 
7.2.7. Proposal 
7.2.8. Examples of Planning the Educational Project Development Process 
7.2.9. Key Aspects to Consider 

7.3. Situational Analysis. Where Are We? 

7.3.1. General Considerations 
7.3.2. Definition of the Process 
7.3.3. Institutional Analysis 

7.3.3.1. Institutional Analysis Worksheets 

7.3.4. Environmental Analysis 

7.3.4.1. Environmental Analysis Worksheets 

7.3.5. Sample Report from the Management Team to the Various Educational Stakeholders 
7.3.6. Educational Project Survey 
7.3.7. Key Aspects to Consider 

7.4. Awareness. Why Do We Need Everyone? 

7.4.1. General Considerations 
7.4.2. Definition of the Process 
7.4.3. Action Planning 
7.4.4. Proposal 
7.4.5. Examples of Planning the Awareness Process in the Development of an Educational Project 
7.4.6. Key Aspects to Consider 

7.5. Development. What Do We Want? 

7.5.1. General Considerations 
7.5.2. Definition of the Process 
7.5.3. Principles, Values, and Institutional Identity 
7.5.4. Core Objectives. Priorities 
7.5.5. Approval and Validation 
7.5.6. Dissemination 
7.5.7. Templates 
7.5.8. Key Aspects to Consider 

7.6. Implementation. How Do We Carry It Out? 

7.6.1. General Considerations 
7.6.2. Definition of the Process 
7.6.3. Templates 
7.6.4. Key Aspects to Consider 

7.7. Monitoring and Evaluation. Where Are We Now? 

7.7.1. General Considerations 
7.7.2. Definition of the Process 
7.7.3. Validity and Review 
7.7.4. Templates 
7.7.5. Key Aspects to Consider 

7.8. Redesign of the Educational Project. Shall We Continue? 

7.8.1. General Considerations 
7.8.2. Definition of the Process 
7.8.3. Key Aspects to Consider 

7.9. Coordination Between Individual and Collegiate Governing Bodies How Will We Coordinate? 

7.9.1. General Considerations 
7.9.2. Definition of the Process 
7.9.3. Individual Governing Bodies 
7.9.4. Collegiate Governing Bodies 
7.9.5. Key Aspects to Consider 

7.10. Participation of the Various Educational Stakeholders. How Will We Participate? 

7.10.1. General Considerations 
7.10.2. Definition of the Process 
7.10.3. Participation and Management Model 
7.10.4. Family Involvement 
7.10.5. Teacher Involvement 
7.10.6. Non-Teaching Staff Involvement 
7.10.7. Student Involvement 
7.10.8. Community and External Environment Involvement 
7.10.9. Key Aspects to Consider 

7.11. Further Reading 

Module 8. Leadership, Management, and Governance of the Educational Project 

8.1. Terms and Roles: Management, Administration, and Leadership 

8.1.1. Manager 
8.1.2. Director 
8.1.3. Leader 
8.1.4. The Role of Management in Educational Leadership 
8.1.5. The Role of Administration in Educational Leadership 
8.1.6. The Role of Leadership in Educational Administration 
8.1.7. The Virtuous Triangle 
8.1.8. No One Is Perfect. No One Is an Island 
8.1.9. A Balancing Act 
8.1.10. Is the Solitude of the Decision-Maker Really Necessary? 

8.2. Coaching and Leadership 

8.2.1. Educational Leadership as the Leadership of Leaders 
8.2.2. The Leader as Coach 
8.2.3. Leadership, Coaching, and the Socratic Method 
8.2.4. Elements of Team Coaching: Assisting the Waters Break 

8.2.4.1. Assessing the Team 
8.2.4.2. Raising Awareness of Change 
8.2.4.3. Amplifying, Championing, Encouraging, Provoking 

8.2.5. Elements of Team Coaching: Subcutaneous Intervention 

8.2.5.1. Transferring Responsibility to the Team 
8.2.5.2. Fostering Participation 
8.2.5.3. Structuring What Is Already Underway 
8.2.5.4. Normalizing 

8.2.6. Elements of Team Coaching: Strengthening the System’s Defenses 

8.2.6.1. Identifying Signs or Symptoms 
8.2.6.2. Sustaining Discomfort 
8.2.6.3. Returning Responsibility to the Team 
8.2.6.4. Giving Voice to What Is Silenced 

8.2.7. The Leader and Chaos-Order: Transaction and Transformation 
8.2.8. Changing Language to Transform Reality 

8.2.8.1. Communication as the Key to Change 
8.2.8.2. Language as the Driver of Change 
8.2.8.3. Stories, Metaphors, and Tales: The Power of Symbolic Languag 
8.2.8.4. From Words to Action 
8.2.8.5. Celebrating Achievements 

8.2.9. Words Convince, but Example Inspires 

8.3. Structures and Leadership: Reference Figures and Other Leaders within the Institution 

8.3.1. The Authority-Power Dichotomy 
8.3.2. Organizational Structures and Formal Leadership Roles 
8.3.3. Do We Have the Necessary and Sufficient Structures? 
8.3.4. Types of Leadership (Without Adjectives) 
8.3.4.1. Pedagogical Leaders 
8.3.4.2. Organizational Leaders 
8.3.4.3. Constructive Leaders 
8.3.5. Informal Leadership and Adaptive Structures 
8.3.6. Delegated Authority 
8.3.7. There Is No Leadership Without Direction, Nor a Leader Without a Project 
8.3.8. Leadership Can Be Learned, but It Requires Time and Attention 
8.3.9. Leading Through Values: Commitment, Exemplarity, Greatness, and Resilience 

8.4. Selection, Training, and Support of Leaders within the Institution 

8.4.1. Why Do We Need This Leader? Work Teams and Leadership 
8.4.2. Co-Creating the Future: Delegation to Leaders 

8.4.2.1. Requirements for Delegation 
8.4.2.2. The Delegation Process 
8.4.2.3. Phases of Delegation 

8.4.3. Co-Creating the Future: Empowering Leaders 

8.4.3.1. Methods of Empowerment 
8.4.3.2. Communication within the Institution 
8.4.3.3. The Limits of Power 

8.4.4. Ongoing Leadership Training 
8.4.5. Supporting Those Who Are Deeply Committed 
8.4.6. Personalized Mentorship for Those in Positions of Responsibility 
8.4.7. Professional Development of Leaders 
8.4.8. Gratitude Is a Sign of Nobility: The Day After Leaving a Position 

8.5. How to Champion the Educational Project 

8.5.1. Thorough Knowledge of the Framework: Mission, Vision, and Values 
8.5.2. The Ability to Communicate Effectively 
8.5.3. Timing and Forms of Communication 

8.5.3.1. What’s Important vs. What’s Urgent 
8.5.3.2. Be Aware: 92% of Communication Is Non-Verbal 

8.5.4. Anchoring in the Real Context 
8.5.5. Every Project Requires Both Strategy and Tactics 

8.5.5.1. Strategic Planning: Key Stakeholders 
8.5.5.2. Tactical Execution: Key Stakeholders 

8.5.6. Trial and Error 
8.5.7. The Educational Project and Leaders as “Coolhunters” 
8.5.8. Errare humanum est. The School as a Laboratory: Possibilities and Limits 
8.5.9. Perseverare Autem Diabolicum. What Doesn’t Work Becomes a Burden 
8.5.10. Et tertia non datur? The 50-25-20 Rule 

8.6. Theoretical-Practical Training in the Foundations of the Project 

8.6.1. The Theory-Practice Binomial 
8.6.2. Justifying Actions Is Always Necessary 

8.6.2.1. The Importance of Scientific Validation 
8.6.2.2. As a Preparatory Rationale 
8.6.2.3. As a Communicative Argument 
8.6.2.4. To Foster Reflection, Observation, and Evaluation 

8.6.3. Justifying Practical Benefits Is Also Necessary 
8.6.4. Application of Learning: Motivation and Oversight 
8.6.5. Where Should Efforts Be Focused? 
8.6.6. Thoughtful Reflection (Not Complaining) About What Does Not Work 
8.6.7. Cross-Pollination: Peer Learning Among Educators 
8.6.8. Reflecting on Best Practices 
8.6.9. When What’s Being Done Has Already Been Done 

8.7. Project Development. Part 1: Phases and Possibilities of Each Stage 

8.7.1. Every Project and Team Undergoes Phases of Change 
8.7.2. Phases of a Project. Possibilities 

8.7.2.1. Analysis 
8.7.2.2. Design 
8.7.2.3. Implementation 
8.7.2.4. Evaluation 

8.7.3. From a Paper-Based Project to Real-World Implementation 
8.7.4. Micro-Changes and the Development of the Educational Project: The Value of Classroom Practice 
8.7.5. Leveraging What Is Already Being Done: Listening as a Driver of Change 
8.7.6. Project Development and Personal Change: The Change Curve 

8.7.6.1. Neutral Phases 
8.7.6.2. New Beginnings 
8.7.6.3. Transition and Development 

8.7.7. Overlapping Phases in Complex Projects 

8.7.7.1. How to Manage Constant Change 
8.7.7.2. When Changing Teams Is Not an Option 

8.7.8. What If It Doesn’t Work? Learning from Failure 

8.8. Project Development. Part 2: Potential Obstacles 

8.8.1. Personal Barriers 

8.8.1.1. Different Profiles of Those Involved 
8.8.1.2. Profiles Based on Length of Service 
8.8.1.3. Profiles Based on Compatibility 
8.8.1.4. From Balkanized Cultures to Professional Communities 

8.8.2. Bureaucratic Constraints 

8.8.2.1. Continuous Evaluation. Design of Meaningful Indicators 
8.8.2.2. No Universal Indicators Exist 
8.8.2.3. No School Fits Entirely on Paper 

8.8.3. Legal and Regulatory Challenges 

8.8.3.1. Learning to Interpret Regulations 
8.8.3.2. Asking the Right Questions 
8.8.3.3. Daring to Make Proposals 

8.8.4. Obstacles as Tools for Improvement 

8.9. Project Development. Part 3: Risk Factors 

8.9.1. Personal Risks 

8.9.1.1. Lack of Team Cohesion 
8.9.1.2. Internal Conflicts 
8.9.1.3. Anti-Leadership Attitudes 

8.9.2. Structural Risks 

8.9.2.1. Incoherence with the Mission 
8.9.2.2. Lack of Alignment with the Vision 
8.9.2.3. Contradictions with Core Values 
8.9.2.4. Role Redundancy 
8.9.2.5. Work Overload 

8.9.3. Strategic Risks 

8.9.3.1. Lack of Contextualization 
8.9.3.2. Unsustainability 

8.9.4. Tactical Risks 

8.9.4.1. Unawareness of Context 
8.9.4.2. Lack of Planning 
8.9.4.3. Haste 

8.9.5. Communication Risks 

8.9.5.1. Do-It-All Attitude 
8.9.5.2. Fear of Judgment 
8.9.5.3. From Clients to Allies 

8.9.6. Designing a Project with Awareness of Risk Factors. Courage and Prudence 
8.9.7. The Need for External Advisors and Supervisors 

8.10. Evaluation of Leadership and Management in the Educational Project 

8.10.1. Evaluation as the Cornerstone of Any Project 
8.10.2. The Role of Leadership Evaluation in Overall Project Assessment 
8.10.3. Who Evaluates the Leader? 
8.10.4. Tools for Evaluating Leadership 
8.10.5. Building a Leadership Career Path: Learning to Lead and Manage 
8.10.5.1. Continuing Education 
8.10.5.2. Executive Mentoring 
8.10.5.3. Forums and Professional Exchanges 
8.10.6. The Local Leadership Culture and the Educational Project 
8.10.7. Leadership Culture as Part of the School’s Pedagogical Identity 
8.10.8. Leadership Cycles as a Signature Element of the School 
8.10.9. The Role of Senior Leaders in the School of Tomorrow 

Module 9. Foundations and Evolution of Technology Applied to Education 

9.1. Aligning with HORIZON 2020 

9.1.1. Early Advances in ICT and Teacher Involvement 
9.1.2. Evolution of the European Plan HORIZON 2020 
9.1.3. UNESCO: ICT Competency Framework for Teachers 
9.1.4. The Teacher as a Coach 

9.2. Pedagogical Foundations of Educational Robotics 

9.2.1. MIT: A Pioneer in Innovation 
9.2.2. Jean Piaget: Forerunner of Constructivism 
9.2.3. Seymour Papert: A Transformative Figure in Technological Education 
9.2.4. George Siemens' Connectivism 

9.3. Regulation of a Technological-Legal Environment 

9.3.1. European Report on the Ethical Agreement for Applied Robotics 

9.4. The Importance of Curricular Integration of Robotics and Technology 

9.4.1. Educational Competencies 

9.4.1.1. What Is a Competency? 
9.4.1.2. What is an Educational Competency? 
9.4.1.3. Core Competencies in Education 
9.4.1.4. Application of Educational Robotics to Educational Competencies 

9.4.2. STEAM. A New Learning Model. Innovative Education to Train Future Professionals 
9.4.3. Models of Technological Classrooms 
9.4.4. Integrating Creativity and Innovation into the Curriculum 
9.4.5. The Classroom as a Makerspace 
9.4.6. Critical Thinking 

9.5. A Different Way of Teaching 

9.5.1. Why Innovation in Education Is Essential 
9.5.2. Neuroeducation: Emotion as a Driver of Educational Success 
9.5.2.1. A Bit of Neuroscience to Understand How Children Learn 
9.5.3. The 10 Keys to Gamify Your Classroom 
9.5.4. Educational Robotics: The Leading Methodology of the Digital Era 
9.5.5. Advantages of Robotics in Education 
9.5.6. Design and 3D Printing and Their Impact on Education 
9.5.7. Flipped Classroom & Flipped Learning 

9.6. Gardner and Multiple Intelligences 

9.6.1. The 8 Types of Intelligence 

9.6.1.1. Logical-Mathematical Intelligence 
9.6.1.2. Linguistic Intelligence 
9.6.1.3. Spatial Intelligence 
9.6.1.4. Musical Intelligence 
9.6.1.5. Bodily-Kinesthetic Intelligence 
9.6.1.6. Intrapersonal Intelligence 
9.6.1.7. Interpersonal Intelligence 
9.6.1.8. Naturalistic Intelligence 

9.6.2. 6 Tips for Applying Multiple Intelligences 

9.7. Analytical Tools for Knowledge 

9.7.1. Application of Big Data in Education 

Module 10. Educational Robotics: Robots in the Classroom 

10.1. Origins of Robotics 
10.2. Robo...What? 

10.2.1. What is a Robot? What Is Not? 
10.2.2. Types and Classification of Robots 
10.2.3. Components of a Robot 
10.2.4. Asimov and the Laws of Robotics 
10.2.5. Robotics, Educational Robotics, and Pedagogical Robotics 
10.2.6. DIY (Do It Yourself) Techniques 

10.3. Learning Models in Educational Robotics 

10.3.1. Meaningful and Active Learning 
10.3.2. Project-Based Learning (PBL) 
10.3.3. Game-Based Learning 
10.3.4. Learning to Learn and Problem Solving 

10.4. Computational Thinking (CT) Comes to the Classroom 

10.4.1. Nature 
10.4.2. Concept of Computational Thinking 
10.4.3. Techniques in Computational Thinking 
10.4.4. Algorithmic Thinking and Pseudocode 
10.4.5. Computational Thinking Tools 

10.5. Work Strategies in Educational Robotics 
10.6. The Four C’s Methodology to Empower Your Students 
10.7. Overall Benefits of Educational Robotics 

Module 11. Working with Robots in Pre-School Education “Not To Learn Robotics, But To Learn Through Robotics” 

11.1. The Revolution of New Technologies in Pre-School Education 

11.1.1. How Have New Technologies Evolved in Pre-School Education? 
11.1.2. Digital Competence for Educators 
11.1.3. The Importance of Integrating Emotional Intelligence and Educational Robotics 
11.1.4. Teaching Innovation to Children from an Early Age 

11.2. Robotics in the Pre-School Classroom. Educating for the Future 

11.2.1. The Emergence of Educational Robotics in the Pre-School Classroom 
11.2.2. Why Initiate the Development of Computational Thinking in Pre-School Education? 
11.2.3. Using Educational Robotics as a Learning Strategy 
11.2.4. Curricular Integration of Educational Robotics 

11.3. Robots in the Classroom! 

11.3.1. What Robots Can Be Introduced in Pre-School Education? 
11.3.2. LEGO DUPLO as a Complementary Tool 
11.3.3. Introductory Programming Software 

11.4. Getting to Know Bee-Bot! 

11.4.1. The Programmable Bee-Bot Robot 
11.4.2. Educational Contributions of Bee-Bot 
11.4.3. Overview of Software and Functionality 
11.4.4. Bee-Bot CARDS 
11.4.5. Additional Resources for Classroom Use 

11.5. Classroom Tools 

11.5.1. How to Introduce Robotics into the Classroom 
11.5.2. Implementing Educational Robotics within the Pre-School Curriculum 
11.5.3. Connecting Robotics to Core Content Areas 
11.5.4. Designing a Classroom Session with Bee-Bot 

Module 12. I’m a Big Kid Now! Understanding Educational Robotics in Primary Education 

12.1. Learning Robotics, Building Knowledge 

12.1.1. Pedagogical Approach in Primary Classrooms 
12.1.2. The Importance of Collaborative Work 
12.1.3. The Enjoying By Doing Method 
12.1.4. From ICT (Information and Communication Technologies) to LKT (Learning and Knowledge Technologies) 
12.1.5. Connecting Robotics to Curricular Content 

12.2. We’re Becoming Engineers! 

12.2.1. Robotics as an Educational Resource 
12.2.2. Robotic Tools for Use in Primary Education 

12.3. Exploring LEGO© 

12.3.1. LEGO WeDo Kit 9580 

12.3.1.1. Kit Contents 
12.3.1.2. LEGO WeDo 9580 Software 

12.3.2. Lego WeDo 2.0 Kit

12.3.2.1. Kit Contents 
12.3.2.2. WeDo 2.0 Software

12.3.3. Basic Concepts in Mechanics 

12.3.3.1. Scientific-Technological Principles of Levers 
12.3.3.2. Scientific-Technological Principles of Wheels and Axles 
12.3.3.3. Scientific-Technological Principles of Gears 
12.3.3.4. Scientific-Technological Principles of Pulleys 

12.4. Teaching Practice. Bulding My First Robot 

12.4.1. Introduction to mBot. First Steps 
12.4.2. Robot Movement 
12.4.3. IR Sensor (Light Sensor) 
12.4.4. Ultrasonic Sensor. Obstacle Detection 
12.4.5. Line-Following Sensor 
12.4.6. Additional Sensors Not Included in the Kit 
12.4.7. mBot Face 
12.4.8. Operating the Robot with the App

12.5. How to Design Your Own Teaching Materials 

12.5.1. Developing Competencies Through Technology 
12.5.2. Working on Projects Aligned with the School Curriculum 
12.5.3. How Is a Robotics Lesson Conducted in the Primary Classroom? 

Module 13. Guiding Secondary School Students Toward the Careers of the Future 

13.1. Robotics as a Motivational Tool 

13.1.1. Motivation as a Learning Strategy 
13.1.2. Educational Robotics and the Fight Against School Dropout. OECD Report 
13.1.3. The Path Toward Future Careers 
13.1.4. Robotics as a Module in Secondary Education 
13.1.5. Robotics for Youth Entrepreneurship 

13.2. What Tools Can Be Introduced in Secondary Classrooms? 
13.3. Becoming Electronics Experts 

13.3.1. The Importance of Open Source Hardware (OSH) 
13.3.2. Educational Applications of Open Source Technology 
13.3.3. What Is Arduino? 
13.3.4. Components of Arduino 
13.3.5. Types of Arduino 
13.3.6. Arduino Software 
13.3.7. How a Breadboard Works 
13.3.8. Fritzing as a Learning Platform 

13.4. LEGO® MINDSTORMS Education EV3 

13.4.1. The Development of LEGO® Mindstorms. MIT + LEGO© 
13.4.2. Mindstorms Generations 
13.4.3. Components of the LEGO Mindstorms Robotics Kit 
13.4.4. EV3 Software 
13.4.5. Programming Blocks 

13.5. Revisiting mBot 

13.5.1. Challenge: Wall-Following Robot 
13.5.2. Challenge: Maze-Solving Robot 
13.5.3. Challenge: Advanced Line-Following Robot 
13.5.4. Challenge: Autonomous Vehicle 
13.5.5. Challenge: SumoBot 

13.6. Competitions: The Ultimate Challenge 

13.6.1. Types of Educational Robotics Competitions 
13.6.2. RoboCup 
13.6.3. Robotics Competition 
13.6.4. FIRST LEGO League (FLL) 
13.6.5. World Robot Olympiad (WRO) 
13.6.6. Robotlympic 

Module 14. Specialized Robotics for Children with Special Educational Needs (SEN) 

14.1. Robotics as a Pedagogical Resource for Children with SEN 

14.1.1. Understanding Students with Special Educational Needs 
14.1.2. The Role of the Educator in Working with SEN Students 
14.1.3. Robotics as a Pedagogical Resource for Children with SEN 

14.2. Educational Robotics as a Pedagogical Response to ADHD 

14.2.1. What Is Attention Deficit Hyperactivity Disorder (ADHD)? The Teaching-Learning Process, Attention, and Motivation 
14.2.2. Why Does Educational Robotics Benefit Children with ADHD? Teaching Strategies for Working with Students with ADHD 
14.2.3. The Most Important Part: Fun and Motivation 

14.3. Robotics as a Therapeutic Resource for Children with Autism and Asperger Syndrome 

14.3.1. What Is Autism Spectrum Disorder (ASD)? 
14.3.2. What Is Asperger Syndrome? 
14.3.3. Differences Between ASD and Asperger Syndrome 
14.3.4. Benefits of Robotics for Children with ASD and Asperger Syndrome 
14.3.5. Can a Robot Help a Child with Autism Socialize? 
14.3.6. Educational Apps Supporting Oral and Written Language, Mathematics, etc
14.3.7. Apps Supporting Daily Living Skills

14.4. Robotics as an Alternative for Gifted and Talented Children 

14.4.1. Intelligence and Giftedness 
14.4.2. Learning Styles of Gifted Children 
14.4.3. How Educational Robotics Supports Gifted and Talented Students 
14.4.4. Robotic Resources for Working with Gifted Children 

Module 15. The Most Widely Used Programming Language in Primary Classrooms: Scratch 

15.1. Introduction to Scratch 

15.1.1. What Is Scratch? 
15.1.2. Open Knowledge 
15.1.3. Educational Use of Scratch 

15.2. Getting to Know the Scratch Environment 

15.2.1. Stage (Backdrop) 
15.2.2. Editing Sprites and Backgrounds 
15.2.3. Menu and Toolbars 
15.2.4. Switching to Costume and Sound Editing 
15.2.5. Viewing and Sharing Projects 
15.2.6. Block-Based Programming Interface 
15.2.7. Help Section 
15.2.8. Backpack Feature 

15.3. Programming Block Development 

15.3.1. By Shape 
15.3.2. By Color 

15.3.2.1. Motion Blocks (Dark Blue) 
15.3.2.2. Looks Blocks (Purple) 
15.3.2.3. Sound Blocks (Pink) 
15.3.2.4. Pen Blocks (Green) 
15.3.2.5. Data Blocks (Orange) 
15.3.2.6. Events Blocks (Brown) 
15.3.2.7. Control Blocks (Ochre) 
15.3.2.8. Sensing Blocks (Light Blue) 
15.3.2.9. Operators Blocks (Light Green) 
15.3.2.10. More Blocks (Violet and Dark Gray) 

15.4. Stacking Blocks. Hands-On Practice 
15.5. Scratch Community for Students 
15.6. ScratchEd. Learn, Share, Connect. A Community for Educators 

Module 16. Programming to Learn Through Play 

16.1. The Future of Education Lies in Teaching Programming 

16.1.1. The Origins of Programming for Children: The LOGO Language 
16.1.2. The Impact of Programming Instruction in the Classroom 
16.1.3. Young Creators Unafraid of Making Mistakes 

16.2. Teaching Tools for Introducing Programming in the Classroom 

16.2.1. Where Do We Begin Teaching Programming? 
16.2.2. How Can I Introduce Programming into My Classroom? 

16.3. What Programming Tools Are Available? 

16.3.1. Platforms for Learning Programming from the Pre-School Level: Code.org 
16.3.2. 3D Video Game Programming. Kodu Game Lab 
16.3.3. Learning to Code in Secondary Education Using JavaScript, C++, and Python. CodeCombat 
16.3.4. Other Alternatives for Teaching Programming in Schools 

Module 17. 3D Design and Printing. “If You Can Dream It, You Can Create It” 

17.1. Origins and Development of 3D Design and Printing 

17.1.1. What Is It? 
17.1.2. NMC Horizon Project. EDUCAUSE Learning Report 
17.1.3. Evolution of 3D Printing 

17.2. 3D Printers: What Types Are Available? 

17.2.1. SLA – Stereolithography 
17.2.2. SLS – Selective Laser Sintering 
17.2.3. Inkjet Printing 
17.2.4. FDM – Fused Deposition Modeling 

17.3. What Types of Materials Are Used for 3D Printing? 

17.3.1. ABS (Acrylonitrile Butadiene Styrene) 
17.3.2. PLA (Polylactic Acid) 
17.3.3. Nylon 
17.3.4. Flex (Flexible Filament) 
17.3.5. PET (Polyethylene Terephthalate) 
17.3.6. HIPS (High Impact Polystyrene) 

17.4. Applications in Various Fields 

17.4.1. Art 
17.4.2. Food Industry 
17.4.3. Textile and Jewelry 
17.4.4. Medicine 
17.4.5. Construction 
17.4.6. Education 

Module 18. Tinkercad, A Different Way of Learning 

18.1. Using Tinkercad in the Classroom 

18.1.1. Getting to Know Tinkercad 
18.1.2. Understanding 3D Perception 
18.1.3. The “Hello World!” Cube 

18.2. First Operations with Tinkercad 

18.2.1. Using the “Hole” Command 
18.2.2. Grouping and Ungrouping Elements 

18.3. Creating Clones 

18.3.1. Copy, Paste, and Duplicate 
18.3.2. Scaling the Design: Modifying Clones 

18.4. Adjusting Our Creations 

18.4.1. Aligning Objects 
18.4.2. The “Mirror” Effect 

18.5. Printing Our First Designs 

18.5.1. Importing and Exporting Designs 
18.5.2. Which Software Can Be Used for 3D Printing? 
18.5.3. From Tinkercad to CURA. Bringing Our Designs to Life 

18.6. Guidelines for 3D Design and Printing in the Classroom 

18.6.1. How to Integrate Design Activities into the Classroom 
18.6.2. Linking 3D Design to Curricular Content 
18.6.3. Thingiverse as a Support Tool for Educators 

Module 19. Economic and Financial Planning and Management of Educational Projects 

19.1. Situational Analysis and Educational Challenges 

19.1.1. Diagnostic Exploration 
19.1.2. Educational Indicators 
19.1.3. The Educational Problem 
19.1.4. Infrastructure Challenges 
19.1.5. Socioeconomic Challenges 
19.1.6. Administrative and Institutional Challenges 
19.1.7. Environmental Challenges 
19.1.8. Historical and Cultural Challenges 
19.1.9. Cause-and-Effect Analysis 
19.1.10. SWOT Analysis 

19.2. Introduction to Economic and Financial Planning and Management of Educational Projects 

19.2.1. Project Preparation and Evaluation 
19.2.2. Decision-Making in Project Management 
19.2.3. Types of Projects 
19.2.4. Project Evaluation 
19.2.5. Social Evaluation of Projects 
19.2.6. Projects and Development Planning 
19.2.7. Scope of Project Studies 
19.2.8. Technical Feasibility Study 
19.2.9. Market Study 
19.2.10. Organizational and Financial Analysis 

19.3. Economic Structure and Educational Market Study 

19.3.1. Market Structure 
19.3.2. Demand for Educational Services 
19.3.3. Price Determination 
19.3.4. Supply 
19.3.5. The Project’s Market 
19.3.6. Objectives and Stages of Market Research 
19.3.7. The Consumer 
19.3.8. Commercial Strategy 
19.3.9. Environmental Analysis 
19.3.10. Demand Analysis 

19.4. Forecasting Techniques and Cost Estimation 

19.4.1. Forecasting 
19.4.2. Forecasting Methods 
19.4.3. Qualitative and Causal Methods 
19.4.4. Time Series Model 
19.4.5. Cost Information 
19.4.6. Future and Differential Costs 
19.4.7. Key Cost Elements 
19.4.8. Short-Term Cost Functions 
19.4.9. Cost-Volume-Profit Analysis 
19.4.10. Accounting Costs and VAT (Value-Added Tax) 

19.5. Economic Background, Technical Study, and Determination of Project Scale 

19.5.1. Scope of Study and Production Process 
19.5.2. Economies of Scale 
19.5.3. Lange’s Model 
19.5.4. Equipment Investment 
19.5.5. Personal Financial Balance and Technology Choices 
19.5.6. Factors Influencing Project Scale 
19.5.7. Economies of Size 
19.5.8. Optimal Project Scale 
19.5.9. Projects with Growing Market Demand 
19.5.10. Projects with Stable Market Demand 

19.6. Location Decisions and Organizational Economic Impact 

19.6.1. Location Studies and Factors 
19.6.2. Evaluation Methods for Non-Quantifiable Factors 
19.6.3. Qualitative Point Method 
19.6.4. Brown and Gibson Method 
19.6.5. Maximization of Net Present Value 
19.6.6. Project Organization Study 
19.6.7. Economic Impact of Organizational Variables 
19.6.8. Investment in Organizational Structure 
19.6.9. Administrative Operating Costs 
19.6.10. Importance of Administrative Systems in Project Preparation and Evaluation 

19.7. Legal Framework and Project Investment 

19.7.1. Importance of the Legal Framework 
19.7.2. Economic Considerations in Legal Studies 
19.7.3. Economic Impact of Legal Studies 
19.7.4. Legal Organization of the Social System 
19.7.5. Pre-Operational Investments 
19.7.6. Working Capital Investment 
19.7.7. Accounting Method 
19.7.8. Delay Period Method 
19.7.9. Maximum Accumulated Deficit Method 
19.7.10. Investments During Operations 

19.8. Project Benefits and Cash Flow Construction 

19.8.1. Types of Benefits 
19.8.2. Residual Value 
19.8.3. Pricing Policies 
19.8.4. Profitability Analysis for Price Setting 
19.8.5. Cash Flow Elements 
19.8.6. Cash Flow Structure 
19.8.7. Investor Cash Flow 
19.8.8. Cash Flows for Projects in Ongoing Enterprises 
19.8.9. EBITDA 
19.8.10. Additional Considerations 

19.9. Project Evaluation Criteria and Discount Rates 

19.9.1. Net Present Value (NPV) Criterion 
19.9.2. Internal Rate of Return (IRR) Criterion 
19.9.3. Other Decision Criteria 
19.9.4. Inflation Effects on Project Evaluation 
19.9.5. Cost of Capital 
19.9.6. Cost of Debt 
19.9.7. Cost of Equity Capital 
19.9.8. Capital Asset Pricing Model (CAPM) for Determining the Cost of Equity 
19.9.9. Average Corporate Rate vs. CAPM 
19.9.10. The Agency Problem 

19.10. Risk and Sensitivity Analysis 

19.10.1. Preliminary Considerations 
19.10.2. Unidimensional Sensitivity Analysis of NPV 
19.10.3. Multidimensional Sensitivity Analysis and Monte Carlo Simulation 
19.10.4. Uses and Misuses of Sensitivity Analysis 
19.10.5. Social Project Preparation and Evaluation 
19.10.6. Social Costs and Benefits 
19.10.7. Impact of Indirect Effects and Externalities 
19.10.8. Impact of Intangible Effects 
19.10.9. Impact of the Social Discount Rate 
19.10.10. Private vs. Social Evaluation 

Module 20. Marketing and Advertising for an Educational Project 

20.1. Introduction to Marketing 

20.1.1. Overview of Marketing 
20.1.2. The Needs Addressed by Marketing 
20.1.3. Evolution of the Marketing Concept 
20.1.4. Emerging Trends in Marketing 
20.1.5. From Transactional to Relational Marketing 
20.1.6. Corporate Social Responsibility (CSR) 
20.1.7. The Evolution of Marketing Paradigms 

20.1.7.1. Marketing 1.0
20.1.7.2. Marketing 2.0
20.1.7.3. Marketing 3.0
20.1.7.4. Marketing 4.0

20.1.8. Holistic Marketing 

20.2. Commercial Planning 

20.2.1. Corporate Strategic Planning and Marketing Planning 
20.2.2. The Marketing Plan within an Organization 
20.2.3. Phase 1: Situational Analysis 

20.2.3.1. Market Analysis 
20.2.3.2. Microenvironment 
20.2.3.3. Macroenvironment 
20.2.3.4. Internal Analysis 

20.2.4. Phase 2: Goal Setting 
20.2.5. Phase 3: Strategy Design 

20.2.5.1. Product Strategy 
20.2.5.2. Pricing Strategy 
20.2.5.3. Distribution Strategy 
20.2.5.4. Communication Strategy 

20.2.6. Phase 4: Evaluation, Implementation, and Control 

20.2.6.1. Commercial Strategy Evaluation 
20.2.6.2. Marketing Department Structure and Implementation 
20.2.6.3. Strategic Control and Feedback 

20.3. Market and Client Segmentation 

20.3.1. Enhancing Marketing Effectiveness Through Segmentation 
20.3.2. Differentiating Leads to Target High-Conversion Clients 
20.3.3. Identifying Optimal Markets and Audiences 
20.3.4. Understanding Client Needs and Building a Tailored Marketing Mix 
20.3.5. Gaining Competitive Advantage and Growth Opportunities 
20.3.6. Key Variables in an Effective Segmentation Strategy 
20.3.7. Benefits of Implementing Segmentation Programs 
20.3.8. Integrating Segmentation into Sales and Marketing Processes 

20.4. Positioning and Building Personal Branding 

20.4.1. How Brand Equity is Created 
20.4.2. Managing Branding Online and Offline 
20.4.3. Brand Components and Their Key Characteristics 
20.4.4.  Strategies: Strengths and Weaknesses in Brand Management 
20.4.5. Positioning Strategies Through Brand and Communication 

20.5. Creative Advertising and New Communication Models in Organizations 

20.5.1. What Is Creativity and When Does It Flourish? 
20.5.2. The Process of Generating Creative Ideas 
20.5.3. The Thought Process of a Creative Professional 
20.5.4. Structuring an Advertising Message 
20.5.5. Generating Publicity (Publicity vs. Advertising) 
20.5.6. Crafting Digital Advertising 
20.5.7. Why Branding Matters 
20.5.8. Brand vs. Logo: Key Differences 

20.6. Educational Offering 

20.6.1. The Educational Project 
20.6.2. Mission and Vision 
20.6.3. Supplementary Services 
20.6.4. Use of Diverse Educational Materials 
20.6.5. Certifications 
20.6.6. Differentiating Your Educational Offer 
20.6.7. Methodology 
20.6.8. Teaching staff 
20.6.9. Facilities 
20.6.10. Supporting Services. (Location and Accessibility) 

20.7. Social Media Campaigns 

20.7.1. Facebook Ads Campaigns 

20.7.1.1. Creating High-Impact Campaigns Aligned with the Customer Journey 
20.7.1.2. Maximizing the Platform's Tools and Features 
20.7.1.3. Creating and Optimizing Facebook Ads in Multiple Formats 
20.7.1.4. Sales Process Presentation 
20.7.1.5. Optimizing Social Media/Business Pages 
20.7.1.6. Competitor Benchmarking 
20.7.1.7. ROI Tracking and Optimization 

20.7.2. Twitter Ads Campaigns 

20.7.2.1. Campaign Objectives 
20.7.2.2. Audience Targeting 
20.7.2.3. Bidding 
20.7.2.4. Budget Management 
20.7.2.5. Creative Development 
20.7.2.6. Campaign Performance Analysis 

20.7.3. Instagram Campaigns 

20.7.3.1. Content Strategy 
20.7.3.2. Profile Optimization 
20.7.3.3. Effective Use of Hashtags 
20.7.3.4. Engagement Strategies 
20.7.3.5. Showcasing Customer Experiences 
20.7.3.6. Using Instagram for Events 

20.7.4. Email Marketing Campaigns 
20.7.5. WhatsApp Campaigns 
20.7.6. Apps 
20.7.7. Blogging as a Marketing Tool 

20.8. Designing and Managing a Marketing Strategy for Service-Based Organizations 

20.8.1. Defining Service Marketing: Strategies, Methods, and Tools 
20.8.2. Unique Features of Service Marketing 
20.8.3. Building a Services Marketing Plan 
20.8.4. Positioning Services Effectively in the Market 
20.8.5. Understanding Customer Behavior in Service Organizations 

20.9. Marketing Strategies 

20.9.1. Introduction to Marketing Strategy 
20.9.2. Product-Related Decisions 

20.9.2.1. Product Dimensions 
20.9.2.2. Product Portfolio Management 
20.9.2.3. Product Development 
20.9.2.4. Product Life Cycle 

20.9.3. Pricing Decisions 

20.9.3.1. Pricing Strategies and Policies 
20.9.3.2. Key Pricing Factors 
20.9.3.3. Strategic Pricing Models 

20.9.4. Distribution Decisions 

20.9.4.1. Distribution Channel Management 

20.9.5. Communication Decisions 

20.9.5.1. Personal Selling 
20.9.5.2. Sales Promotion 
20.9.5.3. Public Relations 
20.9.5.4. Advertising 
20.9.5.5. Other Communication Tools 

20.10. Marketing Metrics: Profitability and Campaign Performance Analysis 

20.10.1. Choosing Metrics Based on Company Type, Strategy, and Goals 
20.10.2. Key Indicators to Measure the Impact of Commercial and Marketing Activities 

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