The Organic Law for the Modification of the LOE (LOMLOE) proposes a profound transformation of the educational system, focused on equity, quality, and the comprehensive development of students. In Catalonia, Decree 175/2022 outlines this transformation through six key vectors: competency-based learning, gender perspective, universality, quality of language education, emotional well-being, and democratic citizenship and global awareness. These vectors must be present in the training of future teachers, who will be responsible for implementing them in classrooms.
To assess the extent to which the Early Childhood Education, Primary Education, and Double Degree programs at the University of Barcelona (UB) and the Autonomous University of Barcelona (UAB) ensure this cross-cutting training, a qualitative study was conducted. The analysis included 13 subjects involved in a pilot study linked to the project From School to University, and a focus group with academic coordinators and program heads. The study explored both the presence of the vectors in curricula and the teaching strategies used to address them.
The results reveal an uneven presence of these vectors in initial teacher training. While competency-based learning and democratic citizenship are the most represented, the quality of language education and gender perspective appear less frequently. A lack of coherence between competencies, objectives, and learning activities was also identified, along with growing concern among faculty about emotional well-being. The study concludes that greater integration of these vectors is needed to ensure teacher training is aligned with today’s educational challenges.
This contribution was presented by Cecilia Inés Suárez, Anna Díaz-Vicario, and Aleix Barrera-Corominas at the SEPCON 2025 International Congress on Pedagogy, and is part of a project funded by AGAUR through the ARMIF call (Ref. 2023 ARMIF 00025).
