Educación inclusiva y competencia lingüística: el rol del aprendizaje basado en el pensamiento

Gloria Gallego Jiménez; David Jáñez González; Bárbara Torrente Torres

doi:10.31637/epsir-2025-1491

Authors

Gloria Gallego Jiménez Universidad San Pablo CEU https://orcid.org/0000-0003-4498-8869
David Jáñez González Universidad San Pablo CEU https://orcid.org/0009-0004-4202-0445
Bárbara Torrente Torres Universidad San Pablo CEU https://orcid.org/0009-0006-1526-1862

DOI:

https://doi.org/10.31637/epsir-2025-1491

Keywords:

linguistic competence, grades of education, TBL, inclusion, reading comprehension, personalised learning, diversity, cooperation

Abstract

Introduction: Inclusive language competence is a crucial resource in contemporary education, especially in personalized learning, facilitating an environment of trust and promoting diversity. Methodology. A quantitative methodology was used based on a self-perception questionnaire with Likert scales, administered online to second-year students of various degrees in Education during the 2023-2024 academic year. Results: The data showed a clear satisfaction among students regarding the development of inclusion through reading comprehension, with an average evaluation of 4.27 (SD = 1.21). These results indicate a positive development of inclusive language competence in university classrooms. Discussion: The Thinking-Based Learning (TBL) approach and didactic challenges encourage cooperation and problem solving, developing cognitive, social and inclusive skills. The application of these methods has improved reading comprehension and the inclusive environment, highlighting the need for ongoing training for students and teachers. Conclusion: Inclusion in the classroom, facilitated by TBL and didactic challenges, improves the quality of learning and increases student motivation, positively impacting their academic and socio-emotional development. This study underlines the importance of integrating inclusive strategies for quality education.

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Author Biographies

Gloria Gallego Jiménez, Universidad San Pablo CEU

Director of the department of the degrees of Education, Master of Secondary Teacher Training and Pedagogy at the International University of La Rioja (UNIR, from 2013 to 2020). Master's degree in Inclusive Education from the University of Vic (2017). First six-year period. PhD from the International University of Catalonia (2010). Research stay at the University of Twente (Amsterdam). Guest lecturer for 4 months to work and teach about inclusion in Science-Informatics classrooms (2021). Erasmus grant on three occasions: in 2022 to teach a Master in Universal Design for Learning at the University of Twente (The Netherlands); in 2023 at the University of Applied Sciences (Amsterdam); and half a year of research at the University of Alameda (Lisbon) thanks to a grant awarded by the San Pablo CEU Foundation (1/04/2023-6/10/2023).

David Jáñez González, Universidad San Pablo CEU

David Jáñez González. Education: Diploma in Teaching Foreign Language, Degree in Primary Education, Master in Educational Robotics, Google trainer, trainer and coach in Active Methodologies. Experience: teaching at all stages in different educational centers, Google Training trainer, Cambridge oral examiner, trainer in Educational Robotics and Digital Competence, teaching Education Degrees in all modalities. Currently studying Master in Neuropsychology.

Bárbara Torrente Torres, Universidad San Pablo CEU

Professor of Education Degrees, Master's Degree in Neuropsychology and Education (UNIR 2022). University Specialist in Perception, Brain and Learning in Educational Contexts (UNIR 2022). Master's Degree in Second Specialization in Foreign Language (UCJC 2012). Diploma in Early Childhood Education Teaching.

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