Revista Española de Educación Comparada: Announcements
type: channel
description: The Revista Española de Educación Comparada (Spanish Journal of Comparative Education, REEC), came into being in the year 1995 with the mission of serving as the scientific mouthpiece for the research and work carried out by the educational comparativists integrated in the Sociedad Española de Educación Comparada (Spanish Society of Comparative Education, SEEC), who constitute its principal readers. The publication’s creation represented the realization of one of the primary scientific objectives expressed in articles 3 and 4 of the SEEC statutes, ratified in November of 1994. Since the founding of the journal, the Universidad Nacional de Educación Comparada (UNED) has provided editorial and infrastructure support for the REEC, assuming the role of co-editing institution. The essentially international nature of the discipline of Comparative Education along with the increasing affinity and overlapping of epistemological objectives and challenges of comparative academics at home and abroad – due to the phenomenon of globalization – have led to a decisive expansion of the initial objectives of the REEC, in terms of research and publishing, and of the publication’s target audience. As a result, this periodical does not focus solely or even preferentially on the analysis of comparative epistemology in the Spanish context, but rather it purports to study the construction of comparative knowledge on a European and world-wide scale. The REEC is therefore fully committed to welcoming studies by domestic and foreign researchers working in the comparative discipline, these researchers being recipients of our journal as well. While articles are occasionally published in French or Portuguese, the primary languages of the REEC are Spanish and English. The essential objective of the REEC is to contribute to the theoretical and practical development of the field of Comparative Education in a manner that is at once interdisciplinary, global, national and international. Its work focu…
language: es-ES
items: Call for Papers Monograph: Assessment of teachers´teaching quality
items: Call for Papers Monograph: Socially sustainable universities and human rights education: A necessary binomial to face the challenges of the 2030 agenda
items: https://revistas.uned.es/index.php/REEC/announcement/view/453
items: EXPERIENCIAS INTERNACIONALES DE PROFESIONALIZACIÓN DOCENTE
items: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: COMPARATIVE EPISTEMOLOGICAL AND METHODOLOGICAL VIEWS IN POSTMODERN TIMES
items: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: Gender equality policies in higher education: Atlantic and african universities
items: https://revistas.uned.es/index.php/REEC/announcement/view/360
items: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: POSTCOLONIALISM AND EDUCATION
items: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: POST COLONIALISM AND EDUCATION
items: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: The Global Education Industry: Comparative Education Analyses

Call for Papers Monograph: Assessment of teachers´teaching quality
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description: Monograph: Assessment of teachers´teaching quality Coordinators: Carmen-María Fernández- García (Universidad de Oviedo) Mercedes Inda-Caro (Universidad de Oviedo) Ridwan Maulana (Universidad de Groningen) In the 21st century, education is unarguably a cornerstone in the idea of a prosperous, more equitable, developed society. Achieving quality education is therefore one of the sustainable development goals established by the United Nations in its 2030 Agenda. Many different agents are involved in the education process, and analysing the results students achieve through those processes is complex, as they are affected by numerous factors. There is no doubt that students’ backgrounds, as well as various individual and environmental elements, along with organizational elements related to their schools, must be considered in order to properly interpret their achievements, difficulties, and learning. Despite current teaching processes focusing on promoting student autonomy and using all kinds of technological resources, neither of these goals is achievable without well-trained, competent, engaged teachers. Therefore, the teacher remains, and will continue to be, a key player in the design of teaching-learning processes and in delivering teaching that allows all types of students to be included, as well as the person responsible for shaping didactically effective, stimulating teaching environments that ensure equality of opportunity, in collaboration with other professionals (Cochran-Smith, 2002; Kaplan & Owings, 2002). The role of teachers in facilitating student learning is increasingly vital, encompassing responsibilities both within and beyond the classroom (Maulana et al., 2023b). Focusing specifically on what happens in the classroom in all stages of the formal education system, we can say that teachers’ initial and ongoing training may be more or less adequate in terms of mastery of the competencies they need to properly plan their various subjects, control their c…
creator: Revista Española de Educación Comparada
date: 2025-07-15

Call for Papers Monograph: Socially sustainable universities and human rights education: A necessary binomial to face the challenges of the 2030 agenda
type: item
description: SOCIALLY SUSTAINABLE UNIVERSITIES AND HUMAN RIGHTS EDUCATION: A NECESSARY BINOMIAL TO FACE THE CHALLENGES OF THE 2030 AGENDA Editors: Esther Prieto Jiménez (UPO); Guillermo Domínguez Fernández (Cátedra Iberoamericana de Educación en DDHH) On the verge of the last five years established by the United Nations to achieve the Sustainable Development Goals set out in the 2030 Agenda, it seems clear that, as none of the 17 global goals to eradicate poverty, protect the planet and ensure prosperity for all people (UN, 2015) have been fully achieved since they were first formulated in 2015, it will be difficult to respond to all of them in this last 5 years. Undoubtedly, during this decade, the 2030 Agenda has been established as a framework of reference, understanding sustainability both as an individual and global commitment in which different dimensions converge: environmental protection, sustainable and balanced economic development which leads to achieve a social well-being, with a shared awareness and commitment, including people in the most vulnerable situations in order to achieve justice and a greater equity and quality of life for everyone. Therefore, sustainability relates to social challenges, taking into consideration that they can only be addressed through systemic changes in social regimes (Loorbach et al, 2017). Stefania Giannini, UNESCO Assistant Director-General for Education, highlights the importance of education as a fundamental tool to promote a worldwide sustainable development. She states that Education for Sustainable Development is crucial to help people understand the interconnection between global and local challenges; and to provide the necessary skills and knowledge to face these challenges effectively at all levels of education. Finally, she calls on all stakeholders, including governments, civil society and private sector to collaborate in building a more sustainable and fair future for everyone (UNESCO, 2020). In this context in which all in…
creator: Revista Española de Educación Comparada
date: 2025-02-04

https://revistas.uned.es/index.php/REEC/announcement/view/453
type: item
title: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry
description: SPECIAL ISSUE: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry Guest Editor: Geo Saura (Universitat de Barcelona) At present, technoscientific acceleration of capital’s advances in Artificial Intelligence (AI) and digital transformation is expanding across educational systems worldwide. This expansion of AI and digital transformation is beginning to spread through most countries following the technosolutionism of the global Covid-19 pandemic crisis. Over the last five years, these capital-driven advancements aimed at extending AI and digital transformation in education have been steadily increasing due to global education policies. Most critical analyses in education frame the acceleration of AI and digital transformation through a wide variety of terms and conceptualizations to suggest that a “new capitalist system” is being experienced. Primarily, notions such as “platform capitalism”, “surveillance capitalism”, “Big Tech capitalism”, “uberization”, “techno-feudalism”, etc., are used to argue that a new form of capitalism is emerging. Additionally, there is a significant body of critical studies that argue the current acceleration of AI and digital transformation is part of a new capitalism that contributes to the development of what they call “post-digital societies”. Conversely, critical analyses are beginning to proliferate, arguing that the acceleration of AI and digital transformation does not confirm the existence of a “new capitalist system”. These analyses, focusing on broader dynamics of capital, contend that the advances of AI and digital transformation in education should be framed under the term “capitalism in its digital era” or simply understood as part of the metabolic development of “contemporary capitalism” itself. However, regardless of the conceptualizations and terms used to examine capital advances concerning AI’s expansion and digital transformation in education, all critical studies agree on d…
creator: Revista Española de Educación Comparada
date: 2024-10-30

EXPERIENCIAS INTERNACIONALES DE PROFESIONALIZACIÓN DOCENTE
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description: Próximo Monográfico (Número 47) de la Revista Española de Educación Comparada sobre EXPERIENCIAS INTERNACIONALES DE PROFESIONALIZACIÓN DOCENTE Coordinadora del Monográfico: Dra. Inmaculada Egido Gálvez (Universidad Complutense de Madrid) ¿Es la docencia una profesión? Esta pregunta, sencilla en apariencia, ha sido objeto de múltiples debates desde hace tiempo, ya que admite respuestas diferentes en función de la perspectiva desde la que nos aproximemos a ella. Desde el punto de vista legal, en varios países, como es el caso de España, la enseñanza es una profesión y además una profesión regulada, lo que supone que sus condiciones de acceso y ejercicio están sujetas a una serie de normas y requisitos establecidos por la autoridad competente. Sin embargo, desde el enfoque de la sociología, se ha puesto de manifiesto reiteradamente que la enseñanza no puede ser considerada una profesión en el sentido estricto del término, sino que, a lo sumo, se trataría de una semiprofesión, ya que comparte algunos de los rasgos característicos de las profesiones, pero no otros (Ingerson y Collins, 2018). Aunque no contamos, por tanto, con un consenso de partida acerca del estatus profesional de la enseñanza, en los últimos años es posible detectar un acuerdo generalizado en la necesidad de avanzar hacia la profesionalización de la docencia, partiendo del supuesto de que se trata de la palanca esencial para la mejora de los sistemas educativos. De hecho, son muchos los países en todo el mundo que han emprendido proyectos y reformas destinadas a la “profesionalización docente”. Así, entre otras medidas, un buen número de sistemas han elevado la duración y el nivel formativo de la formación inicial, han aumentado las cualificaciones exigidas para la enseñanza o han introducido estándares profesionales para fomentar la profesionalidad del profesorado (European Commission, 2021). No obstante, un análisis detenido de los cambios a este respecto pone de manifiesto la existencia de contradic…
creator: Revista Española de Educación Comparada
date: 2024-07-22

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: COMPARATIVE EPISTEMOLOGICAL AND METHODOLOGICAL VIEWS IN POSTMODERN TIMES
type: item
creator: Revista Española de Educación Comparada
date: 2024-02-01

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: Gender equality policies in higher education: Atlantic and african universities
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description: Gender equality policies in higher education: Atlantic and african universities Editors: Inmaculada González Pérez (University of La Laguna), Carmen Ascanio Sánchez (University of La Laguna) and Sara García Cuesta (University of Valladolid) Call for papers Since the 1970s, international organisations have been working towards gender equality, as exemplified by the entry into force of the UN Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) (1981) and the rise in equal opportunities policies since the adoption of the UN Beijing Declaration and Platform for Action(1995). These policies have also gained prominence in the field of education, as currently worldwide: “general or inclusive education laws under education ministry responsibility focus on people with disabilities in 79% of countries, linguistic minorities in 60%, gender equality in 50% and ethnic and indigenous groups in 49%” (UNESCO, 2020: 30). This clearly points to the increasing commitments of countries to gender equality in education, and to the commitment of states to meet Sustainable Development Goal 4 “Quality Education” and SDG 5 “Gender Equality”. Although there is consensus on achieving this goal, the fact is that the gender equality policies in education have a marked political focus that separates or distinguishes the international organisations that promote them. For example, the World Bank “… attaches great importance to women being productive and contributing their labour and skills to the economic well-being of the country, such that education becomes a powerful tool for increasing both women’s income and productivity” (Martínez, 2015: 65). The UNDP, a staunch defender of Human Development, proposes a “multi-faceted” education, where economy, participation and non-violence go hand in hand, requiring strong investment and commitment from states. The Gender Equality and Development (GED) approach, espoused by UNESCO, argues for the need to work with both men and…
creator: Revista Española de Educación Comparada
date: 2023-07-19

https://revistas.uned.es/index.php/REEC/announcement/view/360
type: item
title: Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: THE GLOBAL DIMENSIONS IN THE PROCESSES OF TRAINING AND PROFESSIONALIZATION OF THE TEACHING FUNCTION. TOWARDS "REGIONAL" MODELS AND PROGRAMS FOR THE PROFESSIONALIZATION OF TEACHERS IN THE INTERNATIONAL CONTEXT
creator: Revista Española de Educación Comparada
date: 2023-01-25

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: POSTCOLONIALISM AND EDUCATION
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description: MONOGRÁFICO NÚMERO 43. POSTCOLONIALISMO Y EDUCACIÓN Coordinadores del monográfico: Dr.Gustavo Fishman y Dra. Iveta Silova. Universidad Estatal de Arizona The last several decades have seen a resurgence of academic engagement with decolonial, postcolonial, anti-colonial, and southern theory scholarship as an intellectual resource to confront the persisting colonial legacies in education (Pashby, da Costa, Stein & Andreotti, 2021; Silova, Rappleye, & You, 2020; Takayama, Sriprakash, & Connell, 2017; Takayama, Heimans, & Vegneskumar, 2016; Connell, 2007; Walsh et. al 2018; Muller & Ferreira, 2018). These academic efforts have made invaluable contributions to extending and deepening our understanding of colonialism not as “a monolithic structure with roots exclusively in historical bad action,” but rather as a set of contemporary and evolving ontological, epistemic, and land relations that are often maintained “by good intentions and even good deeds” (Liborion, 2021, p. 7). We situate this special issue within these ongoing theoretical exchanges and intellectual movements, calling for a continued collective (re)rethinking of the role of education - despite all of its good intentions and deeds - in reproducing the logic of coloniality and thus contributing to multiple, intersecting crises we currently face: structural inequality and injustice, institutionalized racism and patriarchy, accelerating climate crisis and ongoing threat of species extinction, among many others. Driven by the logic of modernity/coloniality, education is directly implicated in these crises. From competitive education league tables and global ranking exercises to education transfer of ‘best’ policies and practices, much of comparative education research has served to justify the Western modernist notions of progress and development, while displacing and sometimes purposefully erasing alternative worlds and worldviews. Today, schools and universities (especially in Western cultures) remain deeply r…
creator: Revista Española de Educación Comparada
date: 2023-01-10

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: POST COLONIALISM AND EDUCATION
type: item
creator: Revista Española de Educación Comparada
date: 2023-01-09

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: POSTCOLONIALISM AND EDUCATION
type: item
creator: Revista Española de Educación Comparada
date: 2023-01-09

Call for papers: Acceleration of Artificial Intelligence and Digital Transformation of the Global EdTech Industry: The Global Education Industry: Comparative Education Analyses
type: item
description: Monographic Coordinators: Antoni Verger (Universitat Autònoma de Barcelona); Clara Fontdevila (University of Glasgow) y Mauro Moschetti (Universitat Autònoma de Barcelona) The participation of the private sector in education manifests itself in numerous ways and springs from diverse causes. Private schooling is the most well-established manifestation of the education privatization phenomenon, but it is far from being the most widespread or the most profitable. In the last decades, new forms of privatization, commercialization, and profit-making in education have emerged and spread. Originally coined by James Tooley (1999) to describe private education provision in developing countries, the concept of the "global education industry" (GEI) has more recently gained salience as a way to capture and make sense of a phenomenon that goes well beyond private schooling (Verger, Lubienski, & Steiner-Khamsi 2016; do Amaral, Steiner-Khamsi, & Thompson 2019). The education industry has expanded rapidly, both territorially and economically, in recent years. Investment advisors, such as GSV-Advisors and HolonIQ, calculated that the value of the global education market was $6.5 (USD) trillion in 2020 and that this would reach $10 trillion by 2030. Numerous product trends, innovations, rebranding, mergers and acquisitions between companies make the GEI a booming sector. However, the GEI has not only experienced a quantitative evolution but has also undergone a qualitative change. The evolution of the internet and teaching and learning technologies have widely facilitated the cross-border supply and the transnational nature of many GEI services. The GEI is thus a dynamic and rapidly changing sector, with an increasingly rich and heterogeneous portfolio of activities. The range of goods and services covered by GEI has only become more diverse with the passage of time – it includes now hardware, on-line e-learning and teaching platforms, analog and digital educational materials, test p…
creator: Revista Española de Educación Comparada
date: 2022-01-25