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Research Trends in Curriculum Development and Innovation Processes

Code: 43213 ECTS Credits: 6
2025/2026
Degree Type Year
Research in Education OP 1

Contact

Name:
Carmen Ruiz Bueno
Email:
carmen.ruiz.bueno@uab.cat

Teachers

Antonio Navio Gamez
Carmen Ruiz Bueno

Teaching groups languages

You can view this information at the end of this document.


Prerequisites

This module is mandatory in Curriculum and Innovation Processes in Education


Objectives and Contextualisation

This module aims to introduce the student to research in the field of competency curriculum development and innovation processes.

The objectives are:

  • Have a conceptual framework in line with the development of curricula by competencies and innovation in education.
  • Know the different theoretical perspectives, understandings, processes, strategies and techniques linked to the constructs of curriculum development and innovation.
  • Analyze lines of research associated with curriculum development and innovation.
  • Develop curricular innovation projects.

Learning Outcomes

  1. CA10 (Competence) Formulate a research problem related to curriculum development and innovation processes and formulate its questions and goals.
  2. CA11 (Competence) Adopt criteria of methodological quality in curricular research.
  3. CA12 (Competence) Make proposals for improvement and/or innovation projects based on the evidence obtained through research on curricular development and innovation processes.
  4. CA13 (Competence) Investigate or innovate in the field of curricular development while contributing to a more accessible, sustainable, diverse and just society.
  5. KA09 (Knowledge) Describe the methodological paradigms, approaches and designs in research on curricular development and innovation processes in education.
  6. KA10 (Knowledge) Identify different lines of research in curriculum development and innovation processes.
  7. KA11 (Knowledge) Identify problems and suggest responses to educational needs related to curriculum development using innovative approaches.
  8. SA09 (Skill) Produce a comprehensive review of the scientific literature related to curriculum development and innovation processes.

Content

  • Theoretical perspectives of curriculum innovation in the education system by competencies. Theories, models and strategies
  • Innovation Theories inside and outside Educational System
  • Innovation processes as processes of curriculum development
  • Models and innovation strategies and curriculum development
  • Research on curriculum innovation (associated content, resources, strategies, the evaluation system, the actors, the different educational levels ...).

Activities and Methodology

Title Hours ECTS Learning Outcomes
Type: Directed      
Debates on readings / exhibitions 6 0.24 KA09, KA10, KA11, SA09, KA09
Exhibition in plenary 4 0.16 CA10, CA12, CA10
Magisterial explanations 20 0.8 KA09, KA10, KA11, SA09, KA09
Workshops / classroom exercises 6 0.24 CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09, CA10
Type: Supervised      
Elaboration in group and delivery in the virtual platform of the different activities (readings, reviews, team work. Memory/individual work of the module) work / final report) 24 0.96 CA10, CA11, CA12, CA13, KA11, SA09, CA10
Individual and collective tutorials 12 0.48 CA10, CA11, KA09, KA10, KA11, SA09, CA10
Type: Autonomous      
Personal study, complementary readings, analysis of evaluative cases, search of information, elaboration of portfolios 78 3.12 CA10, CA11, KA09, KA10, KA11, SA09, CA10 

The training activity will be developed from the following dynamics:
  • Reading of articles and documentary collections
  • Master classes / lectures by the teacher
  • Analysis and collective discussion of articles and documentary collections
  • Practices of classroom: resolution of problems / cases / exercises.
  • Presentation / oral presentation of works.
  • Tutorials

Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.


Assessment

Continous Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Attendance and participation in the sessions (workshops, debates, .plenary, ..) 20% 0 0 CA10, CA11, KA09, KA10, KA11, SA09
Activities during the development of the module (recensiones, deliveries in the platform of the activities, ...) 30% 0 0 CA10, KA09, KA10, KA11, SA09
Memory / individual work of the module 50% 0 0 CA10, CA11, CA12, CA13, SA09

  • The evaluation of the module will be carried out through the activities that they specify.
  • The final grade will be the weighted average of the planned activities. To apply this criterion it will be necessary to obtain a minimum of 4 in all activities, those carried out during the development of the module and in the memory / final work of the module.
  • Class attendance is mandatory. In order to obtain a positive final evaluation, the student will have to attend 80% of the face-to-face sessions.
  • The procedure for reviewing the evaluation will be carried out individually.

This subject adheres to the single evaluation option, which exclusively affects the deadline for submitting evaluation activities.

DEADLINES FOR SUBMITTING EVALUATION ACTIVITIES

1) Continuous evaluation

  • Review 1: 10/28/2025
  • Review 2: 11/18/2025
  • Coursework; 01/09/2026

2) Single evaluation

  • All evaluation activities: 01/09/2026

RECOVERY:

Any potential recovery assessments for different activities should be submitted by 01/27/2026.

OTHER CONSIDERATIONS:

Plagiarism or copies will result in a grade of Not Evaluable and will be reported to the degree program coordination.

In this subject, the use of Artificial Intelligence (AI) technologies is allowed as an integral part of thedevelopment of the work, as long as the final result reflects a significant contribution from the student in the analysis and personal reflection. The student must clearly identify which parts have been generated with this technology, specify the tools used, and include a critical reflection on how these have influenced the process and the final result of the activity. Lack of transparency in the use of AI will be considered academic dishonesty and may result in a penalty in the activity grade, or more severe sanctions in serious cases.


Bibliography

Alvarez, s y Pinedo, R. (2025). Innovar para educar. Octaedro

Arroyo, L y Fernandez de Castro, J. (2024). Aspectos cruciales de la innovación educativa. Narcea

Arriaga-Cárdenas, O. G., y Lara-Magaña, P. D. C. (2023). La innovación en la educación superior y sus retos a partir del COVID-19. Revista Educación, 47(1), 479-494. https://doi.org/10.15517/revedu. v47i1.5197

Brevis-Yéber, M., Mas-Torelló, O. y Ruiz Bueno, C. (2022). Práctica docente reflexiva como estrategia para el fomento de las innovaciones en los centros escolares. Logos: Revista de Lingüística, Filosofía y Literatura, 32(2), 269-287. http://doi.org/10.15443/RL3216

Del Rio, J.L. (Coord.). (2019). Investigar para conocer, innovar para mejorar. Universidad Nacional de Educación.OEI.

Fernández-Cruz, F. J., & Rodríguez-Legendre, F. (2024). Percepción de estudiantes y profesores sobre el desempeño innovador del docente en los Grados de Magisterio. Profesorado, Revista De Currículum Y Formación Del Profesorado, 28(2), 267–291. https://doi.org/10.30827/profesorado.v28i2.29462

Hargreaves, A. y Fullan, M. (2014). Capital profesional. Transformar la enseñanza en cada escuela. Madrid: Ediciones Morata

Hervás Gómez, Rodriguez Gallego. (Coords). (2020). Innovación e investigación en la sociedad digital. Octaedro

León, M.J. y López López, M.C. (2014). Criterios para la evaluación de los proyectos de innovación docente universitaria. Estudios sobre Educación, 26, 79-101

Navarro, E (Coord); Jiménez, E.; Rappoport, S. Y Thoilliez, B. (2017). Fundamentos de la ivnestigación  la innovación educativa. UNIR Editorial

Pech, S.; Prieto, M; García, J. y Orozco, E. (2019). Innovation and Practice in Education (2019). Innovación y Práctica Educativa. Editorial CIATA.

Poveda-Aguja, F. A., Guáqueta, C. A., López-Rodríguez, C. E., & Martínez, E. G. (2023). Currículos integrales como estrategia de potencialización en investigación, desarrollo e innovación (I+D+iI). Revista Logos Ciencia & Tecnología, 15(3), 59-71. https://doi.org/10.22335/rlct.v15i3.1853

Rodriguez, E. (2024). ¿Qué significa innovar en educación superior?Una aproximación conceptual. Revista de innovaciones educativas, 26 (40), 170-187

Rosselló, M. R., Pinya, C. y Morcillo, V. (2024). Caracterizar la innovación para validar la práctica educativa, Revista Colombiana de Educación, (90), 102-124. https://doi.org/10.17227/rce.num90-14495Recibido: 08/09/2021Evaluado: 21/07/2022

 
Sánchez, M., y Fueyo, E. M. (2021). Hacia la construcción de escenarios emergentes de innovación docente. En M. Sánchez & J. Escamilla (Eds.), Innovación educativa eneducación superior: Una mirada 360 (pp. 141–162). Red de Innovación Educativa (RIE360). bit.ly/3r698d3
 
Tejada, J. (2013). Investigación e innovación educatives: dos caras de la misma moneda. Desde las aules normalistes.

Tejada, J. y Ruiz Bueno, C. (2016). Evaluación de competencias profesionales en Educación Superior: Retos e implicaciones. Educación XX1, 19(1), 17-38. https://dx.doi.org/10.5944/educXX1.12175

Villa Sánchez, A. (2019). Liderazgo: una clave para la innovación y el cambio educativo. Revista de Investigación Educativa, 37(2), 301-326. https://dx.doi.org/10.6018/rie.37.2.365461


Software

This subject does not need special programming.


Groups and Languages

Please note that this information is provisional until 30 November 2025. You can check it through this link. To consult the language you will need to enter the CODE of the subject.

Name Group Language Semester Turn
(TEm) Theory (master) 1 Catalan first semester afternoon