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"

Innovation, Development, and Entrepreneurship in Educational Projects are fundamental for transforming education systems and addressing the needs of an ever-evolving world. In this sense, educational leaders require advanced tools to design and manage initiatives that positively impact educational quality. This scenario demands solid knowledge in creativity strategies, resource management, and disruptive methodologies that allow addressing current challenges such as inclusion, sustainability, and digitalization in classrooms.

To meet these needs, TECH presents the Advanced master’s degree in Innovation, Development and Entrepreneurship in Educational Projects, a postgraduate program designed to foster professional excellence. With an integral and practical approach that facilitates the direct application of acquired knowledge in real contexts, educators will delve into key topics such as managing innovative educational projects, designing modern pedagogical models, implementing emerging technologies, and analyzing global education trends. In this way, graduates will be equipped to lead educational transformations and manage projects that contribute to social and cultural development.

Additionally, this 100% online university program will allow students to access academic content from anywhere and at any time. Furthermore, the Relearning methodology will promote continuous learning by reiterating key concepts, optimizing study time, and ensuring a quality experience. Finally, students will discover the most innovative ideas from the international landscape through Masterclasses led by an International Guest Director.

Furthermore, thanks to TECH's membership in the Association for Teacher Education in Europe (ATEE), professionals will have access to specialized academic journals and discounts on publications. They will also be able to attend webinars or conferences at no cost and receive linguistic support. Additionally, they will be included in the ATEE consultancy database, thereby expanding their professional network and gaining access to new opportunities.

You will learn from a world-renowned expert! Through Masterclasses, you will gain insights into disruptive approaches and immerse yourself in methodologies that are transforming the current landscape”

This Advanced master’s degree in Innovation, Development and Entrepreneurship in Educational Projects contains the most complete and up-to-date university program on the market. Its most notable features are:

• 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 Innovation, Development, and Entrepreneurship in Educational Projects
• 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 be trained by international experts, with an up-to-date syllabus, and you will transform your career from wherever you are. Enroll now and be the change that education needs!”

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 have access to exclusive content 24/7 and prepare yourself to make an impact in the academic world. Enroll now and start your journey towards success!"

At TECH, you won’t just benefit from advanced content on creativity, technology, and educational management, but you’ll also have the flexibility of a learning methodology, with prestigious instructors guiding you every step of the way"

The syllabus of this university program will provide a multidisciplinary and practical view of the most advanced tools in the educational field. Key topics will include the design of innovative pedagogical projects to develop active methodologies such as project-based learning and the STEAM approach. Additionally, the implementation of emerging technologies such as Artificial Intelligence and Augmented Reality will be addressed, ideal for enhancing personalized learning and interaction in classrooms. Finally, the program will delve into the strategic management of educational resources, ensuring that graduates master skills in planning, impact assessment, and project sustainability. 

Thanks to this postgraduate program, developed by experts in the field, you will master strategies for innovation and leadership in educational projects. You will take your ideas to the next level!”

Module 1. Theory and Practice of Educational Research

1.1. Research and Innovation in Education

1.1.1. The Scientific Method
1.1.2. Research in Education
1.1.3. Approaches to Educational Research
1.1.4. The Need for Research and Innovation in Education
1.1.5. Ethics in Educational Research

1.2. The Research Process, Stages and Modalities

1.2.1. Modalities of Educational Research and Innovation
1.2.2. Stages of the Research and Innovation Process
1.2.3. Differences between Quantitative and Qualitative Approaches
1.2.4. The Approach to Research Problems
1.2.5. Planning and Development of the Research or Field Work

1.3. The Educational Research Process: Keys to Design and Planning

1.3.1. The Approach to Research Problems
1.3.2. The Formulation of the Research Question and the Definition of Objectives
1.3.3. Planning and Development of the Research or Field Work

1.4. The Importance of Bibliographic Research

1.4.1. Selection and Justification of the Research Topic
1.4.2. Possible Areas of Research in Education
1.4.3. The Search for Information and Databases
1.4.4. Rigor in the Use of Information Sources (Avoidance of Plagiarism).
1.4.5. Keys to Elaborate the Theoretical Framework

1.5. Quantitative Designs: Scope of Research and Definition of Hypotheses

1.5.1. The Scope of Quantitative Research
1.5.2. Hypotheses and Variables in Educational Research
1.5.3. Classification of Hypotheses

1.6. Quantitative Designs: Types of Designs and Sample Selection

1.6.1. Experimental Designs
1.6.2. Quasi-Experimental Designs
1.6.3. Non-Experimental (Ex Post Facto) Studies. Sample Selection

1.7. Qualitative Designs

1.7.1. What Is Understood by Qualitative Research?
1.7.2. Ethnographic Research
1.7.3. The Case Study
1.7.4. Biographical-Narrative Research
1.7.5. Grounded Theory
1.7.6. Action Research

1.8. Techniques and Instruments for Educational Research

1.8.1. The Collection of Information: Measurement and Evaluation in Education
1.8.2. Data Collection Techniques and Instruments
1.8.3. Reliability and Validity: Technical Requirements for Instruments

1.9. Analysis of Quantitative Data and Analysis of Qualitative Data

1.9.1. Statistical Analysis
1.9.2. Research Variables
1.9.3. Concept and Characteristics of Hypotheses
1.9.4. Approach to Descriptive Statistics
1.9.5. Approach to Inferential Statistics
1.9.6. What Is Meant by Qualitative Analysis?
1.9.7. General Process of Qualitative Data Analysis
1.9.8. Categorization and Coding
1.9.9. Criteria of Scientific Rigor for Qualitative Data Analysis

1.10. From Educational Research to the Professional Development of Educators: Possibilities and Challenges Today

1.10.1. The Current Situation of Educational Research and the Specific Viewpoint of Educational Researchers
1.10.2. From Educational Research to Research in the Classroom
1.10.3. From Classroom Research to the Evaluation of Educational Innovations
1.10.4. Educational Research, Ethics, and Professional Development of Educators

Module 2. Education Economics

2.1. Introduction to Economics

2.1.1. Concept of Economics
2.1.2. Elements That Define the Economy
2.1.3. Functioning of the Economy
2.1.4. Economic Systems

2.2. Education Economics

2.2.1. Education and Economy
2.2.2. History of Education Economics
2.2.3. Economic Aspects of Education

2.3. Sources and Models of Education Financing

2.3.1. Financial Mechanisms in Education
2.3.2. The Financing of Compulsory Education
2.3.3. The Financing of Post-Compulsory Education
2.3.4. Financing Models

2.4. Public Goods and Externalities of Educational Activity

2.4.1. Externalities in Education
2.4.2. The Benefits of Education
2.4.3. Education as a Public or Private Good?
2.4.4. Reasons that Justify Public Intervention in Education

2.5. Economic and Educational Development

2.5.1. Education and Production
2.5.2. Education and Economic Convergence
2.5.3. Problems in Economic Definition and Estimation
2.5.4. Contribution of Education to Economic Growth

2.6. Analysis of the Determinants of Economic Welfare

2.6.1. Theoretical Background
2.6.2. Descriptive Analysis of World Economic and Social Development
2.6.3. Human Development and Its Conditioning Factors

2.7. Educational Production and Performance

2.7.1. Contextualization of Educational Production
2.7.2. Educational Production Function
2.7.3. Inputs in the Production Process
2.7.4. Models for Measuring Educational Production and Output
2.7.5. Design and Interpretation of Data in Educational Production
2.7.6. Economic Value of Education

2.8. Labor Market and Education

2.8.1. Basic Concepts
2.8.2. Technological Functionalism and the Theory of Human Capital
2.8.3. Credentialism and Correspondence Theory
2.8.4. Filter Theory
2.8.5. Globalized Economy and Employment

2.9. Labor Market and Teachers

2.9.1. Labor Market in the 21st Century
2.9.2. Differences between the Labor Market and the Educational Labor Market
2.9.3. The Teaching Professional

2.10. Investment and Expenditure in Education

2.10.1. OECD Education Systems
2.10.2. Education Spending
2.10.3. Education as an Investment

Module 3. Information and Communication Technologies for Education

3.1. ICT, Literacy and Digital Skills

3.1.1. Introduction and Objectives
3.1.2. The School in the Knowledge Society
3.1.3. ICT in the Teaching and Learning Process.
3.1.4. Digital Literacy and Competencies
3.1.5. The Role of the Teacher in the Classroom
3.1.6. The Digital Competencies of the Teacher
3.1.7. Bibliographic References
3.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones.
3.1.9. Internet as an Educational Resource: Web 2.0 and  M-Learning
3.1.10. Teachers as Part of the Web 2.0: How to Build Their Digital Identity
3.1.11.  Guidelines for the Creation of Teacher Profiles
3.1.12. Creating a Teacher Profile on Twitter
3.1.13. Bibliographic References

3.2. Creation of Pedagogical Content with ICT and Its Possibilities in the Classroom

3.2.1. Introduction and Objectives
3.2.2. Conditions for Participatory Learning
3.2.3. The Role of the Student in the Classroom with ICTs: Prosumer
3.2.4. Content Creation in Web 2.0: Digital Tools
3.2.5. The Blog as a Classroom Pedagogical Resource
3.2.6. Elements of the Blog to Make It an Educational Resource
3.2.7. Bibliographic References

3.3. Personal Learning Environments for Teachers

3.3.1. Introduction and Objectives
3.3.2. Teacher Training for the Integration of ICTs
3.3.3. Learning Communities
3.3.4. Definition of Personal Learning Environments
3.3.5. Educational Use of PLE and NLP
3.3.6. Design and Creation of Our Classroom PLE
3.3.7. Bibliographic References

3.4. Pedagogical Use of Social Networks. Safety in the Use of ICTs in the Classroom

3.4.1. Introduction and Objectives
3.4.2. Principle of Connected Learning
3.4.3. Social Networks: Tools for the Creation of Learning Communities
3.4.4. Communication On Social Networks: Management of the New Communicative Codes
3.4.5. Types of Social Networks
3.4.6. How to Use Social Networks in the Classroom: Content Creation
3.4.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
3.4.8. Introduction and Objectives of Security in the Use of ICT in the Classroom
3.4.9. Digital Identity
3.4.10    Risks for Minors on the Internet
3.4.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT resources
3.4.12. Platforms for Promoting Safety on the Internet
3.4..13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICT in the Classroom
3.4.14. Bibliographic References

3.5. Creation of Audiovisual Content with ICT Tools. PBL and ICT

3.5.1. Introduction and Objectives
3.5.2. Bloom’s Taxonomy and ICT
3.5.3. The Educational Podcast as an Educational Element
3.5.4. Audio Creation
3.5.5. The Image as an Educational Element
3.5.6. ICT Tools with Educational Use of Images
3.5.7. Editing Images with ICT: Tools for Editing
3.5.8. What Is PBL?
3.5.9. Process of Working with PBL and ICT
3.5.10. Designing PBL with ICT
3.5.11. Educational Possibilities in Web 3.0
3.5.12. Youtubers and Instagrmamers: Informal Learning in Digital Media
3.5.13. The Video Tutorial as a Pedagogical Resource in the Classroom
3.5.14. Platforms for the Dissemination of Audiovisual Materials
3.5.15. Guidelines for the Creation of an Educational Video
3.5.16. Bibliographic References

3.6. Gamification: Motivation and ICT in the Classroom

3.6.1. Introduction and Objectives
3.6.2. Gamification Enters the Classroom Through Virtual Learning Environments
3.6.3. Game-Based Learning (GBL)
3.6.4. Augmented Reality (AR) in the Classroom
3.6.5. Types of Augmented Reality and Classroom Experiences
3.6.6. QR Codes in the Classroom: Generation of Codes and Educational Application
3.6.7. Classroom Experiences
3.6.8. Bibliographic References

3.7. Media Competency in the Classroom with ICT

3.7.1. Introduction and Objectives
3.7.2. Promoting the Media Competence of Teachers
3.7.3. Mastering Communication for Motivating Teaching
3.7.4. Communicating Pedagogical Content with ICT
3.7.5. Importance of the Image as a Pedagogical Resource
3.7.6. Digital Presentations as an Educational Resource in the Classroom
3.7.7. Working in the Classroom with Images
3.7.8. Sharing Images on Web 2.0
3.7.9. Bibliographic References

3.8. Assessment for Learning Through ICT

3.8.1. Introduction and Objectives Assessment for Learning Through ICT
3.8.2. Evaluation tools: Digital Portfolio and Rubrics
3.8.3. Building an ePortfolio with Google Sites
3.8.4. Generating Evaluation Rubrics
3.8.5. Design Evaluations and Self-Evaluations with Google Forms
3.8.6. Bibliographic References

Module 4. Methodology of Socio-Educational Intervention

4.1. Methodology of Action, Socio-Educational Intervention

4.1.1. Social Pedagogy, Teaching and Socio-Educational Action
4.1.2. Fields of Socio-Educational Intervention
4.1.3. Functionalities of the Socio-Educational Intervention
4.1.4. The Professional of the Socio-Educational Intervention

4.2. Intervention with Immigrant Population at Risk of Social Exclusion

4.2.1. Initial Reception Processes
4.2.2. Schooling Processes
4.2.3. Relational Processes
4.2.4. Labor Market Insertion Processes

4.3. Socio-Educational Intervention with at-Risk Children

4.3.1. Children at Social Risk
4.3.2. Programs and Activities of Socio-Educational Intervention with Minors
4.3.3. Programs and Activities of Socio-Educational Intervention with Families

4.4. Women at Risk of Social Exclusion

4.4.1. Gender Inequality and Social Exclusion
4.4.2. Immigrant Women
4.4.3. Women in Single-Parent Families
4.4.4. Long-Term Unemployed Women
4.4.5. Unqualified Young Women

4.5. Intervention with People with Disabilities

4.5.1. Disability and Social Exclusion
4.5.2. Programs and Activities of Socio-Educational Intervention with People with Disabilities
4.5.3. Socio-Educational Intervention Programs and Activities with Families and Caregivers

4.6. Socio-Educational Intervention with Families

4.6.1. Introduction
4.6.2. Systemic Family Approach
4.6.3. Family Counseling

4.7. Community Social Dynamization

4.7.1. Introduction
4.7.2. Community and Community Development
4.7.3. Community Action Methodology and Strategies
4.7.4. Achievements of Participation
4.7.5. Participatory Assessment

4.8. Socio-Educational Intervention Programs

4.8.1. Socio-Educational Intervention for Child Care
4.8.2. Intervention with Adolescents at Risk of Social Exclusion
4.8.3. Socio-Educational Intervention in Prisons
4.8.4. Intervention with Women Victims of Gender-Based Violence
4.8.5. Socio-Educational Intervention with Immigrants

4.9. Towards a Socio-Educational Pedagogy of Death

4.9.1. Concept of Death
4.9.2. Pedagogy of Death in the School Environment
4.9.3. Teaching Proposal

Module 5. Teaching Methodologies and Educator Counseling

5.1. Pedagogical and Teaching Counseling for the Improvement of the Educational Task

5.1.1. Introduction to Pedagogical Counseling
5.1.2. Strategies for Pedagogical Counseling
5.1.3. Models and Types of Pedagogical Support
5.1.4. Methodology of Accompaniment
5.1.5. Professional Profile of the Pedagogical Advisors

5.2. Teaching as a Creative Process

5.2.1. Notes on Creativity
5.2.2. Strategies to Stimulate Creativity
5.2.3. The Importance of Creativity in the Classroom

5.3. Educational Methodology: Ways to Vivify the Curriculum in the Classroom.

5.3.1. Curriculum and Educational Achievement
5.3.2. Curriculum Theory and Praxis
5.3.3. Links between Teaching and Curriculum

5.4. Teaching as a Didactic Act

5.4.1. Models of Didactic Acts
5.4.2. Proposal of Didactic Act
5.4.3. Analysis of the Components of the Didactic Act
5.4.4. Communication and Interaction

5.5. Looking at Teaching from a Different Perspective: Alternative Pedagogies

5.5.1. Questioning the Traditional Model
5.5.2. Types of Alternative Pedagogies
5.5.3. The Continuation of the School: Open Debate

5.6. Methods and Strategies for Active Learning

5.6.1. Active Participation as a Key Concept Introduction
5.6.2. Traditional Teaching vs. Active Learning
5.6.3. Resources and Strategies for Active Learning

5.7. Openness to the Community, Teaching in Relationship

5.7.1. Environment and Medium
5.7.2. Community-Centered School
5.7.3. Learning Communities
5.7.4. Theories about the Environment and Influence on Education

5.8. Teaching Methodologies and Educational Innovation

5.8.1. Educational Innovation
5.8.2. Active Methodologies
5.8.3. Research in Educational Innovation
5.8.4. Educational Innovation and ICT

5.9. Service Learning

5.9.1. What Is Service Learning?
5.9.2. Stages of Service Learning
5.9.3. Service Learning Outcomes in Education

5.10. New Methodological and Counseling Challenges for Educators

5.10.1. Discursive Practice in Complex Societies
5.10.2. Challenges and Uncertainties in the School Context
5.10.3. The New Role of the Teacher-Advisor

Module 6. Educational Program Design and Management

6.1. Educational Program Design and Management

6.1.1. Stages and Tasks in the Design of Educational Programs
6.1.2. Types of Educational Programs
6.1.3. Evaluation of the Educational Program
6.1.4. Competency-Based Educational Program Model

6.2. Program Design in the Formal and Non-Formal Educational Sphere

6.2.1. Formal and Non-Formal Education
6.2.2. Formal Education Program Model
6.2.3. Non-Formal Education Program Model

6.3. Educational Programs and Information and Communication Technologies

6.3.1. Integration of ICT in Educational Programs
6.3.2. Advantages of ICT in the Development of Educational Programs
6.3.3. Educational Practices and ICT

6.4. Educational Program Design and Bilingualism

6.4.1. Advantages of Bilingualism
6.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism
6.4.3. Examples of Educational Programs and Bilingualism

6.5. Pedagogical Design of Educational Guidance Programs

6.5.1. The Elaboration of Programs in Educational Guidance
6.5.2. Possible Contents of Educational Guidance Programs
6.5.3. Methodology for the Assessment of Educational Guidance Programs
6.5.4. Aspects to Take into Account in the Design

6.6. Design of Educational Programs for Inclusive Education

6.6.1. Theoretical Foundations of Inclusive Education
6.6.2. Curricular Aspects for the Design of Inclusive Educational Programs.
6.6.3. Examples of Inclusive Educational Programs

6.7. Management, Monitoring and Assessment of Educational Programs. Pedagogical Skills

6.7.1. Assessment as a Tool for Educational Improvement
6.7.2. Guidelines for the Assessment of Educational Programs
6.7.3. Techniques for the Assessment of Educational Programs
6.7.4. Pedagogical Skills for Assessment and Improvement

6.8. Strategies for Communication and Dissemination of Educational Programs

6.8.1. Didactic Communication Process
6.8.2. Teaching Communication Strategies
6.8.3. Dissemination of Educational Programs

6.9. Good Practices in the Design and Management of Educational Programs in Formal Education

6.9.1. Characterization of Good Teaching Practices
6.9.2. Influence of Good Practices on Program Design and Development
6.9.3. Pedagogical Leadership and Good Practices

6.10. Good Practices in the Design and Management of Educational Programs in Non-Formal Contexts

6.10.1. Good Teaching Practices in Non-Formal Contexts
6.10.2. Influence of Good Practices on Program Design and Development
6.10.3. Example of Good Educational Practices in Non-Formal Contexts

Module 7. Evaluation of Educational Programs

7.1. Concept and Components of the Program. Educational Evaluation

7.1.1. Evaluation
7.1.2. Evaluation and Education
7.1.3. Components of Educational Evaluation

7.2. Models and Methodologies for the Assessment

7.2.1. Models of Educational Assessment
7.2.2. Assessment as a Process

7.3. Standards for Evaluative Research

7.3.1. General Concept of Standards
7.3.2. Organization and Content of Standards
7.3.3. Reflections on Standards

7.4. Principle of Complementarity. Methods and Techniques

7.4.1. Definition of the Principle of Complementarity
7.4.2. Methodology for Applying the Principle of Complementarity
7.4.3. Complementarity Techniques

7.5. Techniques and Instruments of Educational Assessment

7.5.1. Educational Assessment Strategies
7.5.2. Techniques and Instruments of Educational Assessment
7.5.3. Examples of Educational Assessment Techniques

7.6. Available Data, Statistics, Files, Indicators. Content Analysis

7.6.1. Conceptualization of Content Analysis
7.6.2. Early Methodological Proposals in Content Analysis
7.6.3. Components of Data Analysis
7.6.4. Data Analysis Techniques

7.7. Surveys, Questionnaires, Interviews, Observation, Self-Reports, Tests and Scales

7.7.1. Concept of Educational Assessment Instrument
7.7.2. Criteria for Selection of Assessment Instruments
7.7.3. Types of Assessment Techniques and Instruments

7.8. Needs, Deficiencies and Demands. Initial Assessment and Program Design

7.8.1. Initial Assessment. Introduction
7.8.2. Needs Analysis
7.8.3. Program Design

7.9. Program Development. Formative Assessment of the Program

7.9.1. Introduction
7.9.2. Formative Assessment. Development
7.9.3. Conclusions

7.10. Program Conclusions. Final Summative Assessment

7.10.1. Introduction
7.10.2. Final Summative Assessment
7.10.3. Conclusions

Module 8. Teaching and Learning in the Family, Social and Educational Context

8.1. Education, Family and Society

8.1.1. Introduction to the Categorization of Formal, Non-Formal and Informal Education
8.1.2. Concepts of Formal Education, Non-Formal Education and Informal Education
8.1.3. Current Status of Formal and Non-Formal Education
8.1.4. Areas of Non-Formal Education

8.2. Family Education in a Changing World

8.2.1. Family and School: Two Educational Contexts
8.2.2. Family and School Relationships
8.2.3. The School and the Information Society
8.2.4. The Role of the Media

8.3. The Educating Family

8.3.1. Main Dimensions in the Study of Socialization
8.3.2. Agents of Socialization
8.3.3. The Concept of Family and Its Functions
8.3.4. Family Education

8.4. Education, Family and Community

8.4.1. Community and Family Educating
8.4.2. Education in Values

8.5. Parenting School

8.5.1. Communication with the Families
8.5.2. The School for Parents
8.5.3. Program of a School of Parents
8.5.4. The Methodology of Family Workshops

8.6. Family Educational Practices

8.6.1. Characteristics of the Family
8.6.2. The Family: Its Social Changes and New Models
8.6.3. The Family as a Social System
8.6.4. Discipline in the Family
8.6.5. Family Educational Styles

8.7. The Media and Its Educational Influence

8.7.1. Media Culture
8.7.2. Education through the Media

8.8. Family Counseling

8.8.1. Educational Counselling
8.8.2. Educating in Social Skills and in Childhood

8.9. Social Change, School and Teachers

8.9.1. An Evolving Economy
8.9.2. Networked Organizations
8.9.3. New Family Configurations
8.9.4. Cultural and Ethnic Diversity
8.9.5. Knowledge with an Expiry Date
8.9.6. The Teacher: An Agent in Crisis
8.9.7. Teaching: The Profession of Knowledge

8.10. Some Constants in Teaching

8.10.1. The Content Taught Generates Identity
8.10.2. Some Knowledge Is Worth More Than Others
8.10.3. Teaching Is Learning to Teach
8.10.4. “Every Teacher Has Their Own Little Book”
8.10.5. Students at the Center of Motivation
8.10.6. Whoever Leaves the Classroom Does Not Return

Module 9. Educational Entrepreneurship

9.1. Education and Entrepreneurship

9.1.1. Definition and Aspects of Entrepreneurship
9.1.2. Relationship between Education and Entrepreneurship
9.1.3. The Entrepreneurial Teacher

9.2. Entrepreneurial Skills in Europe: Educational Perspective

9.2.1. Definition of Entrepreneurial Skills
9.2.2. European Policies and Entrepreneurship
9.2.3. Challenges and Opportunities

9.3. Entrepreneurship in Formal Education

9.3.1. Entrepreneurship Development
9.3.2. Entrepreneurial Skills: Structuring and Classification.
9.3.3. Education for Entrepreneurship
9.3.4. Entrepreneurship Programs in Formal Educational Contexts

9.4. Entrepreneurship in Non-Formal Education

9.4.1. Introduction
9.4.2. Resources and Strategies for Entrepreneurship in Non-Formal Education.
9.4.3. Entrepreneurship Programs in Non-Formal Educational Contexts

9.5. Entrepreneurship Pedagogy

9.5.1. Creativity
9.5.2. Methodological Applications
9.5.3. School-Based Entrepreneurship

9.6. Factors to Be Taken into Consideration in Undertaking a Socioeducational Project

9.6.1. Key Factors in Entrepreneurship
9.6.2. Development of Social Entrepreneurship
9.6.3. Conclusions

9.7. Conclusions

9.7.1. Introduction
9.7.2. Resources and Financing Mechanisms
9.7.3. Conclusions

9.8. Experiences of Educational Entrepreneurship

9.8.1. Introduction
9.8.2. Practical Experiences in Entrepreneurship
9.8.3. Entrepreneurship Education in the European Context
9.8.4. Conclusions

9.9. Encouraging Entrepreneurship in Childhood

9.9.1. Introduction

9.9.1.1. Concept of Entrepreneurship
9.9.1.2. Objectives of Entrepreneurship
9.9.1.3. Skills That It Promotes

9.9.2. Entrepreneurial Culture and School

9.10. Entrepreneurship as an Agent of Change

9.10.1. Social Possibilities of Entrepreneurship
9.10.2. Social Enterprises
9.10.3. Conclusions

Module 10. Innovation and Improvement of Teaching Practice

10.1. Innovation and Improvement of Teaching Practice

10.1.1. Introduction
10.1.2. Innovation, Change, Improvement, and Reform
10.1.3. The school Effectiveness Improvement Movement
10.1.4. Nine Key Factors for Improvement
10.1.5. How is Change Implemented? The Phases of the Process
10.1.6. Final Reflection

10.2. Teaching Innovation and Improvement Projects

10.2.1. Introduction
10.2.2. Identification Data
10.2.3. Justification of the Project
10.2.4. Theoretical Framework
10.2.5. Objectives
10.2.6. Methodology
10.2.7. Resources
10.2.8. Timing
10.2.9. Results Evaluation
10.2.10. Bibliographic References
10.2.11. Final Reflection

10.3. School Management and Leadership

10.3.1. Objectives
10.3.2. Introduction
10.3.3. Different Concepts of Leadership
10.3.4. The Concept of Distributed Leadership
10.3.5. Approaches to Distributed Leadership
10.3.6. Resistance to Distributed Leadership
10.3.7. Final Reflection

10.4. The Training of Teaching Professionals

10.4.1. Introduction
10.4.2. Initial Teacher Training
10.4.3. The Training of Novice Teachers
10.4.4. Teacher Professional Development
10.4.5. Teaching Skills
10.4.6. Reflective Practice
10.4.7. From Educational Research to the Professional Development of Educators

10.5. Formative Creativity: The Principle of Educational Improvement and Innovation

10.5.1. Introduction
10.5.2. The Four Elements that Define Creativity
10.5.3. Some Theses on Creativity Relevant to Education
10.5.4. Formative Creativity and Educational Innovation
10.5.5. Educational or Pedagogical Considerations for the Development of Creativity
10.5.6. Some Techniques for the Development of Creativity
10.5.7. Final Reflection

10.6. Towards a More Autonomous and Cooperative Learning (I): Learning How to Learn

10.6.1. Introduction
10.6.2. Why is Metacognition Necessary?
10.6.3. Teaching to Learn
10.6.4. Explicit Teaching of Learning Strategies
10.6.5. Classification of Learning Strategies
10.6.6. The Teaching of Metacognitive Strategies
10.6.7. The Problem of Evaluation
10.6.8. Final Reflection

10.7. Towards a More Autonomous and Cooperative Learning (II): Emotional and Social Learning

10.7.1. Introduction
10.7.2. The Concept of Emotional Intelligence
10.7.3. Emotional Skills
10.7.4. Emotional Education and Social and Emotional Learning Programs
10.7.5. Techniques and Concrete Methods for the Training of Social Skills
10.7.6. Integrating Emotional and Social Learning into Formal Education
10.7.7. Final Reflection

10.8. Towards a More Autonomous and Cooperative Learning (III): Learning by Doing

10.8.1. Introduction
10.8.2. Active Strategies and Methodologies to Encourage Participation.
10.8.3. Problem-Based Learning
10.8.4. Project Work
10.8.5. Cooperative Learning
10.8.6. Thematic Immersion
10.8.7. Final Reflection

10.9. Evaluation of Learning

10.9.1. Introduction
10.9.2. A Renewed Assessment
10.9.3. Modalities of Evaluation
10.9.4. The Procedural Evaluation Through the Portfolio
10.9.5. The Use of Rubrics to Clarify the Evaluation Criteria
10.9.6. Final Reflection

10.10. The Role of the Teacher in the Classroom

10.10.1. The Teacher as a Guide and Orientator
10.10.2. The Teacher as Class Director
10.10.3. Ways of Directing the Class
10.10.4. Leadership in the Classroom and in the Center
10.10.5. Coexistence in the Center

Module 11. Communication Techniques and Oral Expression for Teachers

11.1. Communication Abilities of the Teacher

11.1.1. Communication Skills of Teachers
11.1.2. Aspects of Good Teacher Communication
11.1.3. The Voice: Characteristics and Use
11.1.4. Characteristics of the Message

11.2. Oral Expression in the Educational Environment

11.2.1. Oral Interaction
11.2.2. The Message in Oral Expression
11.2.3. Communication Strategies in Oral Expression

11.3. Written Expression in Education

11.3.1. Written Expression
11.3.2. Development of Written Expression
11.3.3. Learning Methods and Strategies

11.4. Lexical Precision and Terminology

11.4.1. Concept of Lexical Precision
11.4.2. Receptive and Productive Vocabulary
11.4.3. Importance of Lexicon and Vocabulary in the Transmission of Knowledge

11.5. Teaching Resources I: Oral Communication

11.5.1. Orality
11.5.2. Teaching Oral Communication
11.5.3. Teaching Resources for Oral Communication
11.5.4. Design of Teaching Material
11.5.5. Assessment and Correction of Oral Expression

11.6. Teaching Resources II: Written Communication

11.6.1. The Epistemic Function of Writing and Models of Writing Processes
11.6.2. The Models of Text Composition and the Strategies and Activities of Written Expression
11.6.3. Assessment and Correction of Written Expression

11.7. Appropriate Environments for Teaching and Learning

11.7.1. Introduction
11.7.2. Conceptualizing an Appropriate Teaching-Learning Environment
11.7.3. Learning Spaces. Components
11.7.4. Types of Learning Environments

Module 12. Social Exclusion and Policies for Inclusion

12.1. Basic Concepts of Equality and Diversity

12.1.1. Diversity and Equal Opportunities
12.1.2. Social Cohesion, Exclusion, Inequality and Education
12.1.3. Exclusion Processes in Formal and Non-Formal Education: Differential Aspects and Perspectives on Diversity

12.2. Nature and Origin of the Main Causes of Social Exclusion and Inequalities in Modern and Contemporary Societies

12.2.1. Current Context of Social Exclusion
12.2.2. New Sociodemographic Reality
12.2.3. New Labor Reality
12.2.4. Crisis of the Welfare State
12.2.5. New Relational Forms and New Social Ties

12.3. Exclusion in Schools

12.3.1. Epistemological Preamble
12.3.2. Sociological References
12.3.3. Social Context that Generates Inequalities
12.3.4. Social Exclusion and Integration
12.3.5. Schooling and Educational Exclusion
12.3.6. Meritocracy and Democratization of Secondary Education
12.3.7. Neoliberal Discourse and the Effects of Power

12.4. Main Factors of School Failure

12.4.1. Definition of School Failure
12.4.2. Causes of School Failure
12.4.3. Difficulties Associated with Failure
12.4.4. Methods of Diagnosing School Failure

12.5. Inclusive School and Interculturality

12.5.1. Pluricultural Society and Intercultural Education
12.5.2. Inclusive Education as a Response
12.5.3. Democratic Coexistence in the Classroom
12.5.4. Methodological Proposals for Inclusive Education

12.6. Practical Approaches in Attention to Diversity

12.6.1. Inclusive Education in France
12.6.2. Inclusive Education in Latin America

12.7. Digital Exclusion in the Digital Information Society

12.7.1. ICTs and the Digital Divide
12.7.2. The Possibilities of ICTs for Labor Market Insertion
12.7.3. How to Improve the Contribution of ICTs to Social Inclusion

12.8. The Inclusion of ICT in the Diverse School

12.8.1. ICT as an Inclusive Resource
12.8.2. Teacher Training, ICT and Attention to Diversity
12.8.3. Adaptation of ICT to the Students’ Needs

12.9. Social Exclusion and Pedagogical Innovation

12.9.1. Inclusion, a New Paradigm
12.9.2. The Denaturalization of School Failure
12.9.3. The Defence of Diversity
12.9.4. Questioning Homogeneity
12.9.5. Resignification of the Teacher’s Role

12.10. Needs and Practices in Social Policies for Inclusion

12.10.1. Anticipating Social Problems
12.10.2. Social Participation
12.10.3. Multilevel Articulation

Module 13. Pedagogical Counseling for Social Institutions

13.1. Pedagogy, Counseling and the Third Social Sector

13.1.1. Third Sector and Education
13.1.2. Keys to Pedagogical Counseling and the Third Social Sector.
13.1.3. Example of Pedagogical Counseling Programs for the Third Sector of Society

13.2. The Figure of the Pedagogical Counselor for Social Organizations

13.2.1. Characteristics of the Educational Counselor
13.2.2. Pedagogical Counselor and Social Entities
13.2.3. Roles of the Educational Counselor Outside the Formal Education Context

13.3. Contexts and Social Entities for Pedagogical Counseling

13.3.1. Introduction
13.3.2. Non-Educational Contexts for Pedagogical Counseling
13.3.3. Social Entities and Pedagogical Counseling
13.3.4. Conclusions

13.4. Design of Social Projects and Pedagogical Counseling

13.4.1. Current Concept of Social Project Planning and Counseling
13.4.2. Phases to Elaborate a Social Project
13.4.3. Conclusions

13.5. Sustainability of Social Entities and Pedagogical Counseling

13.5.1. Introduction to Sustainability of Social Organizations
13.5.2. Professional Learning Communities
13.5.3. External Counseling to the School on Sustainable Innovation
13.5.4. Continuous Improvement and Participation in Pedagogical Counseling

13.6. Pedagogical Counseling to Social Institutions in the Field of Education

13.6.1. Introduction
13.6.2. The Pedagogical Counselor in Educational Matters
13.6.3. Example of Educational Counseling

13.7. Pedagogical Counseling for Social Institutions in Employment and Socio-Labor Inclusion Projects

13.7.1. Introduction
13.7.2. The Educational Counselor for Employment
13.7.3. Example of Employment Counseling

13.8. Pedagogical Counseling to Social Institutions in the Field of Entrepreneurship and Social Innovation.

13.8.1. Introduction
13.8.2. The Pedagogical Counselor in the Field of Entrepreneurship
13.8.3. Example of Entrepreneurship Counseling

13.9. Pedagogical Counseling for Social Institutions on Equal Opportunities, Sustainability, and the Environment

13.9.1. Introduction
13.9.2. The Pedagogical Counselor on Equality
13.9.3. Example of Entrepreneurship Counseling

13.10. Good Practices in Pedagogical Counseling for Social Entities

13.10.1. Counseling and Improvement
13.10.2. Strategies for Good Counseling
13.10.3. Conclusions

Module 14. Continuing Education

14.1. Nature, Origin, Evolution and Purpose of Continuing Education

14.1.1. Fundamental Aspects of Continuing Education
14.1.2. Spheres and Contexts of Continuing Education
14.1.3. Contributions of Continuing Education in International Organizations and the Digital Society

14.2. Theoretical Bases of Continuing Education

14.2.1. Origin and Evolution of Continuing Education
14.2.2. Models of Continuing Education
14.2.3. Types of Teachers: Philosophical-Educational Paradigms

14.3. Continuing Education Assessment Models

14.3.1. Introduction
14.3.2. Types of Assessments in Continuing Education
14.3.3. The Importance of Continuing Education Assessment
14.3.4. Conclusions

14.4. The Pedagogue and Continuing Education

14.4.1. Professional Profile of the Adult Educator
14.4.2. Skills of the Adult Educator
14.4.3. Adult Teacher Training

14.5. In-Company Training. The Training Department

14.5.1. Function of Company Training. Concepts and Terminology
14.5.2. Historical View of the Training Department in the Company
14.5.3. Importance of Training in the Company

14.6. Continuous Training and Occupational Training

14.6.1. Definitions and Differences between Ongoing and Occupational Training
14.6.2. Benefits for the Company of Ongoing Training
14.6.3. Importance of Occupational Training in the Current Context

14.7. Professional Training. Recognitions, Certifications and Accreditations

14.7.1. Vocational and On-the-Job Training

14.7.1.1. Human Resources in Economic Development

14.7.2. Qualification of Human Resources
14.7.3. Certifications and Accreditations in Vocational Training
14.7.4. Importance of Vocational Training

14.8. Training and Work

14.8.1. Work and Its Evolution
14.8.2. Current Labor Context
14.8.3. Skill-Based Training

14.9. Continuing Education in the European Union

14.9.1. Evolution of Continuing Education in the European Union
14.9.2. Education, Work and Employability
14.9.3. European Qualifications Framework
14.9.4. New Approach to Higher Education
14.9.5. Actions and Programs

14.10. Open and Distance Education in Digital Contexts

14.10.1. Characteristics of Distance Education
14.10.2. Virtual Education - E-Learning
14.10.3. ICT, Its Role and Importance in Distance Education
14.10.4. Distance Education and Higher Education

Module 15. Equality and Diversity in the Classroom

15.1. Basic Concepts of Equality and Diversity

15.1.1. Equality, Diversity, Difference, Justice and Fairness
15.1.2. Diversity as Something Positive and Essential to Life
15.1.3. Relativism and Ethnocentrism
15.1.4. Human Dignity and Human Rights
15.1.5. Theoretical Perspectives on Diversity in the Classroom
15.1.6. Bibliographic References

15.2. Evolution from Special Needs Education to Inclusive Education in Pre-School Education

15.2.1. Key Concepts from Special Education to Inclusive Education
15.2.2. Inclusive School Conditions
15.2.3. Promoting Inclusive Education in Pre-School Education

15.3. Characteristics and Needs in Early Childhood

15.3.1. Acquisition of Motor Skills
15.3.2. Acquisition of Psychological Development
15.3.3. Development of Subjectivation

15.4. Exclusion in Schools

15.4.1. The Hidden Curriculum
15.4.2. Intolerance and Xenophobia
15.4.3. How to Detect Bullying in the Classroom
15.4.4. Bibliographic References

15.5. Main Factors of School Failure

15.5.1. Stereotypes and Prejudices
15.5.2. Self-Fulfilling Prophecies, the Pygmalion Effect
15.5.3. Other Factors Influencing School Failure
15.5.4. Bibliographic References

15.6. Inclusive and Intercultural School

15.6.1. The School as an Open Entity
15.6.2. Dialogue
15.6.3. Intercultural Education and Attention to Diversity
15.6.4. What Is Intercultural Schooling?
15.6.5. Problems in the School Environment
15.6.6. Performance
15.6.7. Proposals on Interculturality to Work in the Classroom
15.6.8. Bibliographic References

15.7. Digital Exclusion in the Digital Information Society

15.7.1. Transformations in the Digital Information Society
15.7.2. Access to Information
15.7.3. Web 2.0: from Consumers to Creators
15.7.4. Risks Associated with the Use of ICTs
15.7.5. The Digital Divide: A New Type of Exclusion
15.7.6. Education in the Face of Digital Exclusion
15.7.7. Bibliographic References

15.8. The Inclusion of ICT in the Diverse School

15.8.1. School Inclusion and Digital Inclusion
15.8.2. Digital Inclusion at School, Advantages and Requirements
15.8.3. Changes in the Conception of the Educational Process
15.8.4. Transformations in Teacher and Student Roles
15.8.5. ICT as an Element of Attention to Diversity
15.8.6. The Use of ICTs for Students with Educational Developmental Support Needs
15.8.7. Bibliographic References

15.9. Active Learning Methodologies with ICTs

15.9.1. Introduction and Objectives
15.9.2. ICT and the New Educational Paradigm: Personalization of Learning
15.9.3. Active Methodologies for Effective ICT Learning
15.9.4. Learning by Research
15.9.5. Collaborative and Cooperative Learning
15.9.6. Problem- and Project-Based Learning
15.9.7. Flipped Classroom
15.9.8. Strategies for Choosing the Right ICT for Each Methodology: Multiple Intelligences and Learning Landscapes
15.9.9. Bibliographic References

15.10. Collaborative Learning and Flipped Classroom

15.10.1. Introduction and Objectives
15.10.2. Definition of Collaborative Learning
15.10.3. Differences with Cooperative Learning
15.10.4. Tools for Cooperative and Collaborative Learning: Padlet
15.10.5. Definition of Flipped Classroom
15.10.6. Teaching Actions for Flipped Programming
15.10.7. Digital Tools to Create Your Flipped Classroom
15.10.8. Reversed Classroom Experiences
15.10.9. Bibliographic References

Module 16. Personalized Education. Theoretical, Philosophical and Anthropological Foundations of Education

16.1. The Human Person

16.1.1. Educating Taking Into Account The Person
16.1.2. Person and Human Nature
16.1.3. Attributes or Radical Properties of the Person
16.1.4. Strategies to Favor the Unfolding of the Person’s Radical Attributes or Properties
16.1.5. The Human Person as a Dynamic System
16.1.6. The Person and the Meaning That They Can Give to Their Life

16.2. Pedagogical Foundations of Personalized Education

16.2.1. The Educability of the Human Being as a Capacity for Integration and Growth
16.2.2. What Is and What Is Not Personalized Education
16.2.3. Objectives of Personalized Education
16.2.4. The Personal Teacher-Student Encounter
16.2.5. Protagonists and Mediators
16.2.6. The principles of Personalized Education

16.3. Learning Situations in Personalized Education

16.3.1. The Personalized Vision of the Learning Process
16.3.2. Operational and Participatory Methodologies and Their General Characteristics
16.3.3. Learning Situations and Their Personalization
16.3.4. Role of Materials and Resources
16.3.5. Evaluation as a Learning Situation
16.3.6. The Personalized Educational Style and Its Five Manifestations
16.3.7. Promoting the Five Manifestations of the Personalized Educational Style

16.4. Motivation: A Key Aspect of Personalized Learning

16.4.1. Influence of Affectivity and Intelligence in the Learning Process
16.4.2. Definition and Types of Motivation
16.4.3. Motivation and Values
16.4.4. Strategies to Make the Learning Process More Attractive.
16.4.5. The Playful Aspect of Schoolwork

16.5. Metacognitive Learning

16.5.1. What Should Students Be Taught in Personalized Education
16.5.2. Meaning of Metacognition and Metacognitive Learning
16.5.3. Metacognitive Learning Strategies
16.5.4. Consequences of Learning in a Metacognitive Way.
16.5.5. The Evaluation of the Significant Learning of the Learner
16.5.6. Keys to Educating in Creativity

16.6. Personalizing the Organization of the School Center

16.6.1. Factors in the Organization of a School
16.6.2. The Personalized School Environment
16.6.3. The Student Body
16.6.4. Teaching Staff
16.6.5. The Families
16.6.6. The School Center as an Organization and as a Unit
16.6.7. Indicators to Evaluate the Educational Personalization of a School Center

16.7. Identity and Profession

16.7.1. Personal Identity: A Personal and Collective Construction
16.7.2. Lack of Social Valuation
16.7.3. Cracking and Identity Crisis
16.7.4. Professionalization Under Debate
16.7.5. Between Vocation and Expert Knowledge
16.7.6. Teachers as Artisans
16.7.7. Fast Food Behavior
16.7.8. Unrecognized Good Guys and Unknown Bad Guys
16.7.9. Teachers Have Competitors

16.8. The Process of Becoming a Teacher

16.8.1. Initial Training Matters
16.8.2. At the Beginning, the More Difficult, the Better
16.8.3. Between Routine and Adaptation
16.8.4. Different Stages, Different Needs

16.9. Characteristics of Effective Teachers

16.9.1. The Literature on Effective Teachers
16.9.2. Value-Added Methods
16.9.3. Classroom Observation and Ethnographic Approaches
16.9.4. The Dream of Having Countries with Good Teachers

16.10. Beliefs and Change

16.10.1. Analysis of Beliefs in the Teaching Profession
16.10.2. Many Actions and Little Impact
16.10.3. The Search for Models in the Teaching Profession

This academic pathway will become your ideal opportunity to achieve meaningful professional goals, offering the possibility to directly influence the development of educational projects”