Important notice
The course guide is provisional.
The PDF version of the course guide may take a few days to become available in the DDD.
Research Trends in Curriculum Development and Innovation Processes
Code: 43213Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Research in Education | OP | 1 |
Contact lecturer
- Name :
- Carme Ruiz Bueno
- Email :
- carmen.ruiz.bueno@uab.cat
Teaching staff
- Antoni Navio Gamez
- Carme Ruiz Bueno
Group languages
You can consult this information at the end of the document.
Prerequisites
This module is mandatory in Curriculum and Innovation Processes in Education
Objectives
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
- CA10 (Formulate a research problem related to curriculum development and innovation processes and formulate its questions and goals.) Formulate a research problem related to curriculum development and innovation processes and formulate its questions and goals.
- CA11 (Adopt criteria of methodological quality in curricular research.) Adopt criteria of methodological quality in curricular research.
- CA12 (Make proposals for improvement and/or innovation projects based on the evidence obtained through research on curricular development and innovation processes.) Make proposals for improvement and/or innovation projects based on the evidence obtained through research on curricular development and innovation processes.
- CA13 (Investigate or innovate in the field of curricular development while contributing to a more accessible, sustainable, diverse and just society.) Investigate or innovate in the field of curricular development while contributing to a more accessible, sustainable, diverse and just society.
- KA09 (Describe the methodological paradigms, approaches and designs in research on curricular development and innovation processes in education.) Describe the methodological paradigms, approaches and designs in research on curricular development and innovation processes in education.
- KA10 (Identify different lines of research in curriculum development and innovation processes.) Identify different lines of research in curriculum development and innovation processes.
- KA11 (Identify problems and suggest responses to educational needs related to curriculum development using innovative approaches.) Identify problems and suggest responses to educational needs related to curriculum development using innovative approaches.
- SA09 (Produce a comprehensive review of the scientific literature related to curriculum development and innovation processes.) Produce a comprehensive review of the scientific literature related to curriculum development and innovation processes.
Contents
- 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 ...).
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Exhibition in plenary | 4 | 0.16 | CA10, CA12 |
| Magisterial explanations | 20 | 0.8 | KA09, KA10, KA11, SA09 |
| Academic debate on readings / exhibitions | 6 | 0.24 | KA09, KA10, KA11, SA09 |
| Workshops / classroom exercises | 6 | 0.24 | CA10, CA11, CA12, CA13, KA09, KA10, KA11, SA09 |
| Individual and collective tutorials | 12 | 0.48 | CA10, CA11, KA09, KA10, KA11, SA09 |
| 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 |
| Personal study, complementary readings, analysis of evaluative cases, search of information, elaboration of portfolios | 78 | 3.12 | CA10, CA11, KA09, KA10, KA11, SA09 |
The training activity will be developed from the following dynamics:
- Reading of articles and documentary collections
- Lecture-based sessions incorporating questioning and reflective approaches facilitated by the teaching staff.
- Analysis and collective discussion of articles and documentary collections
- Practices of classroom: resolution of problems / cases / exercises.
- Presentation / oral presentation of works.
- Tutorials
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| 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 |
| Attendance and participation in the sessions (workshops, debates, .plenary, ..) | 20% | 0 | 0 | CA10, CA11, KA09, KA10, KA11, SA09 |
Assessment Conditions
The assessment conditions for the module, which will be carried out through the activities listed above, are as follows:
- The final grade will be the weighted average of the planned assessment activities. To apply this criterion, students must obtain a minimum mark of 5 out of 10 in all assessment activities, both those completed during the module and the final report/project.
- Attendance is compulsory. To obtain a positive final assessment, students must attend at least 80% of the face-to-face sessions.
- The review of assessment tasks will be conducted individually. Feedback will be provided within 10 days.
- If the submitted assessment evidence accounts for less than 60% of the total assessment activities, the final grade will be recorded as “Not Assessed” (NA).
DEADLINES FOR CONTINUOUS ASSESSMENT ACTIVITIES
- Review 1: 28/10/2026
- Review 2: 18/11/2026
- Presentation of the innovation project in class (preliminary presentation).01/12/2026
- Course project: 16/01/2027 (final presentation).
This course offers the option of single assessment, which affects only the submission dates of the assessment activities. All assessment activities must be submitted by 09/01/2027.
Any resubmissions or resit assessments (for both continuous assessment and single assessment) must be submitted no later than 22/01/2027.
Master’s students are expected to demonstrate a reflective, critical, and ethical attitude towards study and teamwork, as well as respect for diversity and inclusion.
Any form of plagiarism or copying will result in a grade of Not Assessed (NA) and will be reported to the programme coordination team.
The use of Artificial Intelligence (AI) technologies is permitted in this course as an integral part of coursework development, provided that the final result reflects a significant contribution from the student in terms of analysis and personal reflection. Students must clearly identify which parts have been generated using AI technologies, specify the tools used, and include a critical reflection on how these tools have influenced both the process and the final outcome of the activity. Failure to disclose the use of AI will be considered a breach of academic integrity and may result in a penalty in the activity grade or more severe sanctions in serious cases.
Bibliography
lvarez, 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
Caicedo-Quiroz, R., & Tapia-Bastidas, T. (2025). Espacios colaborativos en comunidades de aprendizaje: innovación educativa y gestión del conocimiento. European Public & Social Innovation Review, 11, 1–10. https://doi.org/10.31637/epsir-2026-2499
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
Muñoz Moreno, J. L.; Ruiz Bueno, C.; Sabaté Diaz, S. (coords.). (2026). Innovació docent: de la idea a la pràctica en educació superior. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.ISBN (digital): 979-13-88031-29-8DOI: https://www.doi.org/10.5565/lib/9791388031298
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
RodrÍguez, 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 en educación superior: Una mirada 360 (pp. 141–162). Red de Innovación Educativa (RIE360). bit.ly/3r698d3
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.
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TEm) Theory (master) | 1 | Catalan/Spanish | first semester | afternoon |