In today's knowledge society, characterized by constant change
processes and the integration of ICTs into every area and
activity, it is becoming increasingly necessary for institutions
and states to have lines or strategies of action that optimize
resources while ensuring adequate results effectively and
Understanding education as an engine for change and social
development, we believe it is essential to set research- and
innovation-based educational policies by taking into account the
social and educational context in a way that establishes areas
and lines of action in the short, medium and long term.
The education system, viewed from a comprehensive and holistic
perspective, is experiencing a myriad of trials and projects
aimed at improving the teaching-learning process. But do we
really know the impact of these projects? Are all components of
the system interacting properly and focused on the same goals?
Are the education policies based on the social reality of the
country? What criteria are being followed to set and develop
these policies? Are they aligned with policies being carried out
in neighbouring European countries? What mechanisms are in place
to ensure certain levels of quality?
In this thematic line, we will discuss these and other issues,
such as teacher training and the influence of ICTs on the
education system, in order to help establish realistic and
sustainable educational policies that look to the future and are
tailored to the needs of an open society in constant change.