Espacios de aprendizaje innovadores para la universidad del futuro. Revisión bibliométrica (2011-2024)

Eva Jiménez-García; Judit Ruíz-Lázaro; María Huetos-Domínguez

doi:10.9781/rep.2025.388

Authors

Eva Jiménez-García Universidad Europea https://orcid.org/0000-0001-6541-3517
Judit Ruíz-Lázaro National University of Distance Education https://orcid.org/0000-0003-2036-0428
María Huetos-Domínguez Universidad Europea https://orcid.org/0000-0001-5527-4920

DOI:

https://doi.org/10.9781/rep.2025.388

Keywords:

Innovative physical spaces, virtual learning environments, educational technology, classroom of the future, higher education, educational trends

Abstract

In recent years, there has been an increase in innovative learning spaces in the educational context becoming one of the main national and international trends. This study aims to analyse the scientific production on the influence of these spaces in the university teaching and learning process between 2011 and 2024. A bibliometric and systematic review has been carried out following the PRISMA guidelines, identifying 56 articles indexed in Web of Science with a high concordance index (k = 0.97). Descriptive analysis and co-citation cluster analysis of references, sources and authors were carried out. The results show an exponential growth of studies focused on these spaces, mainly in Spain. They also reveal a clear structure in four thematic blocks: (a) theoretical foundations, (b) impact, (c) pedagogical innovations and educational technologies, and (d) social context. Where appropriate, the sources are organised into four clusters on (a) teaching and learning in higher education, (b) technology in education, (c) pedagogical innovation and (d) health sciences education. The network of author co-citations reveals four main clusters: (a) innovative approaches, (b) educational technology, (c) intercultural approach and (d) experiential learning. It is concluded that innovative learning spaces are a fundamental, influencing the development of health sciences education.

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Author Biographies

Eva Jiménez-García, Universidad Europea

Accredited Doctor of Education with an Extraordinary Doctorate Award (2016) and a Bachelor’s Degree in Pedagogy from the Universidad Complutense de Madrid. She currently works as head of research and head of the Educational Research Centre (CIE-UE) in the Faculty of Education at the Universidad Europea de Madrid. Associate Professor in Research Methods and Diagnosis in Education (ANECA). Her research interests focus on the measurement and evaluation of educational systems. She is a member of the Medida y Evaluación de Sistemas Educativos (MESE) research group at the Universidad Complutense de Madrid. Member of the Advisory Committee of the journal Tendencias Pedagógicas and member of the Assessment Committees of two impact journals.

Judit Ruíz-Lázaro, National University of Distance Education

Doctor of Education from the Universidad Complutense de Madrid (2021) with an International Doctorate mention, Doctorate awarded with the grade of Outstanding Cum Laude, and Extraordinary Doctorate Award. Accredited as Associate Professor by ANECA (2024). She has an ongoing recognised six-year research period. She is currently an Assistant Professor at the Universidad Nacional de Educación a Distancia (UNED, Department of Didactics, School Organisation, and Special Didactics). Her most recent studies and publications focus on university entrance assessment in the Spanish context, the analysis of teacher training in Spain and the use of artificial intelligence in education. She is a member of the Medida y Evaluación de Sistemas Educativos (MESE) consolidated research group at the Universidad Complutense de Madrid (UCM) and Innedu-UEM at the Universidad Europea de Madrid.

María Huetos-Domínguez, Universidad Europea

Bachelor’s Degree in Education Studies from the Universidad Complutense de Madrid. Her comprehensive academic background includes a Master’s Degree in Research in Applied Psychology from the Universidad de Castilla-La Mancha (UCLM). She is currently studying towards a doctorate at the Universidad Nacional de Educación a Distancia (UNED). University teacher on the University Master’s programme in Educational Innovation. Her professional background is in education, with a focus on innovative educational experiences, the design of teaching materials and career guidance. She is also a member of the INNEDU-UEM Research Group. She has participated in projects on innovation and the enhancement of teaching quality, particularly those centred on university guidance. Her research interests include guidance and innovative teaching and learning spaces.

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