CRiEDO has conducted an exhaustive analysis of the presence of LOMLOE vectors in the design of subjects for the degrees in Early Childhood Education, Primary Education, and Double Itinerary at the University of Barcelona (UB) and the Autonomous University of Barcelona (UAB).
This activity has been carried out within the framework of the project “From school to university: curricular integration of LOMLOE vectors in the initial training of early childhood and primary education teachers,” funded under the ARMIF call of AGAUR. This project, in which professors Anna Díaz-Vicario, Cecilia Inés Suárez-Rivarola, and Aleix Barrera-Coromina participate, is led by Dr. Emma Quiles from UB, and its main objective is to ensure that the initial training of future education professionals is aligned with contemporary educational challenges.
The study analyzed various teaching guides corresponding to the 2024/2025 academic year, using a descriptive content analysis methodology. The selected guides include basic training, compulsory, and practicum subjects from both UB and UAB.
The analysis results reveal an unequal presence of LOMLOE vectors in the teaching guides:
- Competency-Based Learning: This vector is the most represented, with 35.33% of the records. It highlights the importance of innovation, critical reflection, autonomous learning, and information management for decision-making.
- Democratic Citizenship and Global Awareness: With 20.75% of the records, this vector promotes the active and responsible participation of students in society.
- Universality: Represents 14.39% of the records, ensuring inclusive and quality education for all students.
- Emotional Well-being: Constitutes 13.64% of the records, prioritizing the mental and emotional health of students.
- Gender Perspective: With 8.97% of the records, this vector promotes equality and inclusion.
- Quality of Language Education: It is the least represented vector, with 6.92% of the records, highlighting linguistic competence and multilingualism.
This phase of the project allows us to conclude that there is an unequal presence of LOMLOE vectors in the teaching guides, with a greater representation of competency-based learning and democratic citizenship and global awareness vectors. Additionally, it highlights the need to improve the presence of the quality of language education and gender perspective vectors.
It also emphasizes the importance of better alignment between competencies, objectives, content, and training activities, especially in the case of UAB. This alignment is clearer in the UB guides, where a more integrated vision of competencies and objectives is reflected.
The results of this study are fundamental for improving the initial training of teachers, as they provide a clear vision of how LOMLOE vectors are being integrated into the university curriculum. This will allow for the adjustment and improvement of training programs to ensure that future teachers are well-prepared to face current and future educational challenges.
This project represents a decisive step towards improving educational quality, ensuring that the initial training of teachers is aligned with the values and objectives of LOMLOE, and promoting a more inclusive, equitable, and quality education for all students.
These results have been presented and discussed with the project team in the working session held on February 6, 2025, at the UB Faculty, where the conclusions of the different working teams were presented as a way to continue advancing in the development of the new phases of the project. For more information about the project, consult the following URL. URL.
