Contents




Preface

In a global context characterized by globalization, diversity and transformation, the societies of the 21st century are subject to uncontrollable social, cultural, political, economic and tech‐ nological changes. These changes have also affected the School which, in order to face new challenges, has to redefine its role. In the context of this complex society, full of paradoxes and uncertainties, with children and young people who have to face new and different problems from those of previous generations, the need for a transformation of education

Schools have to respond to new challenges. They have to prepare young people for future work that at present is hard to imagine, give them tools to construct civic identities in in‐ creasingly complex and plural multicultural societies, and make education a comprehensive and continuing lifelong experience, as the UNESCO Report 'Rethinking Education' (2015) underlines. Digital, social, intercultural and emotional competences should be assessed, not only cognitive and technical skills, necessary for a full life in the 21st century. Teachers must be prepared to successfully face these challenges. But this process must be developed with the complicity and collaboration of families, teachers and other educational agents, within

In addition, it should be noted that universities are not unaware of these changes and uni‐ versity teachers are beginning to introduce methodological and organizational changes in

This book is a compendium of chapters prepared by authors from different centers and uni‐ versities in the five continents. This fact gives it a special relevance by showing under differ‐ ent approaches and context, the original and leading contributions of international academics on the role of Education and Pedagogy in the 21st century and the new challenges they have to face. Some of these chapters are the result of personal reflections from a comprehensive review of the literature on the subject, others show the state of the issue, in a particular coun‐

Some authors focus their contributions on the organization, structures and methodologies changes, implemented in some schools, because the needs and the social functions, or at least some of them, have changed significantly. Some global and integrated practices are showed. Other authors refer to an inclusive and cooperative education to ensure sustainable learning. In this diverse and changing context, new roles of teachers and students are rede‐ fined. And one of the current demands is to know the characteristics of the ideal school and of the ideal teacher, and the factors that define him. Finally, other authors focus their re‐

try or region. Others works are the result of empirical research in determined context.

systems and schools is demonstrated by the studies presented in this book.

the framework of a school open to the community and the environment.

their classes. Some of these actions are developed in the following chapters.

search on the university teaching in various disciplines.

