Conference Program

In a global context where a neoliberal economic structure and an individualistic culture prevail, achieving quality inclusive education is the goal that should guide school practice. Thus, the training of future teachers must be more sensitive to the challenges posed by the inclusive educational model (Pérez-Castejón & Vigo-Arrazola, 2022). Therefore, addressing diversity is a task that requires committed teachers with social awareness who respect differences (Torres-Santomé, 2019). University faculty must foster critical thinking in students, enabling them to challenge attitudes and perceptions regarding diversity and inclusive education (Vigo & Dieste, 2019).

In this regard, the report Universities without walls prepared by the European University Association (2021), emphasizes that the educational mission of the University should be oriented towards student-centered models, critical thinking, creativity, and active citizenship. From this perspective, educational research is presented as a bridge between theory and practice (Carr & Kemmis, 2005) that allows university professors to conduct research within the school setting to renew the knowledge they will later transmit to future teachers.

From the perspective of Massey (2005), the school setting is interpreted as a lived, dynamic, and constantly changing environment, in which scenarios of encounter and conflict are configured, structuring pedagogical practice. This practice, from a critical perspective (Giroux, 2013), must recognize the needs, potential, and interests of students in order to build knowledge about the context and facilitate didactic proposals for change and transformation (Jull et al., 2017). In this sense, Arandia Loroño (2004), from a Freirean perspective, points out that committing to a critical and liberating education means being able to understand and analyze reality in order to act upon it.

Within this framework, this research, as part of the R&D&I Project (PID2030-148480B-I00), presents an analysis of the use of digital media in the teaching-learning process from a creative and inclusive perspective (Jeffrey, 2006), paying attention to students' voices and promoting dialogue, and transformation in the school environment. Based on this study, undergraduate teacher training students receive training aligned with current challenges (digitalization, diversity, etc.).

This ethnographic study (Eisenhart, 2017) has allowed for a contextualized illustration of the close relationship between school climate and creative practices with digital media. The aim is to identify contextualized pedagogical actions using digital media that incorporate student voices, in order to analyze how these practices can modify and transform their immediate environment.

The analysis of the identified teaching practices shows that, based on students' interests and experiences, transformative processes have been developed that connect with an improved school climate. In this sense, the documented practices (such as photovoice, school radio, or the creation of digital stories) not only promote meaningful learning but also create an emotional and relational environment conducive to well-being and positive school climate. From a transformative and critical perspective, educational practice can be rethought and restructured through research. This collaborative work between university-school, strengthening the link between academic knowledge and teaching practice, not only reinforces initial teacher training but can also transform classroom realities, opening new lines of research geared towards a more inclusive school.