Student-Centred Teaching Competencies in Innovative and Traditional Learning Environments

Authors

DOI:

https://doi.org/10.9781/rep.2025.378

Keywords:

educational environment, methodology, competency-based teaching, digital technology, professional teaching competences, innovative learning environments

Abstract

The study aims to analyse the use of student-centred methodologies and teaching professional competencies in Innovative Learning Environments (ILE) versus traditional spaces. The sample consists of 782 teachers who responded to a structured questionnaire covering five areas, evaluating aspects from methodological approaches to technology use and interest in educational innovation. Using a quantitative approach and analysis with IBM SPSS, differences were explored between teachers working in ILEs and those in traditional settings. The results indicate that 95.26% of teachers use student-centred methodologies, with these practices being more prevalent in ILEs. Significant differences were observed in the planning of learning experiences and in the integration of pedagogical strategies that promote student participation. Additionally, there was a greater use of technology in ILEs, highlighting digital collaboration and content creation. The conclusions suggest that ILEs encourage a more dynamic, student-centred approach to teaching, motivating teachers to use advanced methodologies and digital resources. This reinforces the need to design training programmes that promote professional teaching competencies for working in innovative learning environments, thus helping to adapt the educational system to current challenges.

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Author Biographies

Amelia R. Granda-Pinan, University of Valencia

Amelia R. Granda Piñán holds a degree in Teaching, a Bachelor’s degree in Social and Cultural Anthropology, and a PhD in Education from the University of Valencia. During her 16 years of teaching experience in early childhood and primary education centres, as well as in teacher training centres, she has served in roles such as Director, Head of Studies, Secretary and Cycle Coordinator. She worked as an Adjunct Professor in the Department of Comparative Education and History of Education at the University of Valencia for two academic years. Currently, she is an Assistant Professor in the Department of Didactics and School Organization at the University of Valencia. She has published several articles in scientific journals, book chapters, and has presented papers at national and international conferences. Additionally, she has collaborated with journals as a blind reviewer and has contributed to the organization of training events. She has participated in various national and international competitive educational innovation and research projects, both as a member and coordinator. Furthermore, she has supervised undergraduate and master’s theses.

Moises Moreno-Rando, University of Alicante

Moisés Moreno Rando holds a Technical Engineering degree in IT Management and an Engineering degree in Computer Science from the University of Alicante, where he also earned Research Proficiency in the doctoral program “Information Society Technologies.” He is a civil servant in the Spanish Secondary Education Teachers’ Corps, specializing in Computer Science, and serves as an adjunct professor at the University of Alicante. In the field of education, he has held various prominent roles, including practicum tutor for the Master’s Degree in Secondary Education Teaching at the University of Alicante, and for the Master’s Degree in Teacher Training for Secondary Education, Baccalaureate, Vocational Training, and Language Teaching at the Miguel Hernández University of Elche. He taught courses related to new technologies and digital tools at the Centre for Educational Training, Innovation and Resources (CEFIRE). Additionally, he has acted as coordinator and tutor in accreditation processes for B1 and B2 levels of Digital Teaching Competence at the same institution.

Sonia Vecino-Ramos, Jaume I University

Sonia Vecino Ramos holds a degree in Translation and Interpreting, a diploma in Tourism, and a Master’s degree in Emotional Intelligence and Coaching. She is currently an English teacher at the Official School of Languages in Castellón. From 2021 to 2024, she served as a plurilingualism advisor at the Castellón territorial branch of CEFIRE (Centre for Training, Innovation and Educational Resources of the Valencian Government), participating during this period in various teacher training programs and activities related to language teaching, internationalisation and Innovative Learning Environments. Her teaching experience spans various educational levels, including university-level instruction in the degrees of Translation and Interpreting and English Studies, as well as in the Master’s degree programme in Psychopedagogy. Her areas of interest include teaching research, educational transformation and improvement, pedagogical renewal in language teaching, initial and ongoing teacher training, and research as a means of generating shared knowledge within the educational field and classroom practice. She is currently pursuing her doctoral thesis on the characterization of the profile of innovative teachers.

Raquel Monforte-Chiva, Generalitat Valenciana

Raquel Monforte Chiva holds a Diploma in Primary Education Teaching from the Jaume I University of Castellón de la Plana and a higher degree in Piano Performance from the Salvador Seguí Higher Conservatory of Music in Castellón. She completed an advanced performance course at the Estonian Academy of Music and Theatre in Tallinn and has also been trained in the IEM Methodology within the field of music pedagogy. She is a civil servant in the Music and Performing Arts Teachers’ Corps, specializing in Piano. Since 2023, she has been working as an advisor in the artistic-expressive field at the Castellón territorial branch of CEFIRE. She is currently responsible for implementing the program “Aules Transformadores de Metodologies i Espais Educatius” (Transformative Classrooms for Methodologies and Educational Spaces) of the Valencian Government in the Castellón region (Comunitat Valenciana, Spain).

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2025-10-06
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How to Cite

Granda-Pinan, A. R., Moreno-Rando, M., Vecino-Ramos, S., and Monforte-Chiva, R. (2025). Student-Centred Teaching Competencies in Innovative and Traditional Learning Environments. Revista Española de Pedagogía, 83(292), 549–569. https://doi.org/10.9781/rep.2025.378

Issue

Vol. 83 No. 292 (2025)

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Article

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Copyright (c) 2025 Amelia R. Granda-Pinan, Moises Moreno-Rando, Sonia Vecino-Ramos, Raquel Monforte-Chiva

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