CREATING A MODEL FOR INCLUSIVE AND
SUSTAINABLE EDUCATION. UNIVERSIDAD
HIPÓCRATES- UNIVERSIDAD COMPENSAR
PERSPECTIVE
CREANDO UN MODELO DE EDUCACIÓN INCLUSIVA Y
SOSTENIBLE. UNIVERSIDAD HIPÓCRATES- UNIVERSIDAD
COMPENSAR PERSPECTIVA
Erick GarcÃa-Serna
Universidad Hipócrates
Edwin Yepes Gonzalez
Fundación Universitaria Compensar, Bogotá
Liliana Patricias Arias Jiménez
Fundación Universitaria Compensar, Bogotá
Franz Esteban Rodriguez Franky
Fundación Universitaria Compensar, Bogotá
pág. 4548
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17237
Creating a Model for Inclusive and Sustainable Education. Universidad
Hipócrates- Universidad Compensar perspective
Erick GarcÃa-Serna1
erickga29@gmail.com
https://orcid.org/0000-0002-5178-9676
Universidad Hipócrates
Acapulco de Juárez, México
Edwin Yepes Gonzalez
egyepes@ucompensar.edu.co
https://orcid.org/0000-0002-9282-8918
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
Liliana Patricias Arias Jiménez
lpatriciaarias@ucompensar.edu.co
https://orcid.org/0000-0003-1859-4671
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
Franz Esteban Rodriguez Franky
ferodriguezf@ucompensar.edu.co
https://orcid.org/0000-0002-5253-3015
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
ABSTRACT
This research highlights the critical role of education in shaping well-rounded individuals who can
respond to societal and environmental needs. At Universidad Hipócrates, education is approached
holistically, integrating academic, social, and ethical dimensions. The institution's model emphasizes
not only intellectual development but also extracurricular activities, environmental awareness, and
fostering a sense of responsibility towards the community. The study also examines COMPENSAR’s
vision, which advocates for breaking down cultural and societal barriers through education, promoting
inclusivity, and recognizing the importance of intercultural dialogue. By connecting, empowering, and
educating, this methodology aligns with the university’s vision of creating competent individuals who
are prepared for the challenges of both the local and global environment. The conclusions emphasize
the need for educational models to adapt continuously, ensuring they align with evolving social and
environmental objectives. The study calls for educational systems that cultivate intellectual, social, and
environmental competencies, fostering responsible citizens and professionals who contribute to global
sustainability. This research provides a foundation for further exploration into how educational
institutions can integrate these elements to develop transformative educational practices.
Keywords: education quality, holistic education, environmental responsibility
1 Autor principal
Correspondencia: erickga29@gmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17237
Creating a Model for Inclusive and Sustainable Education. Universidad
Hipócrates- Universidad Compensar perspective
Erick GarcÃa-Serna1
erickga29@gmail.com
https://orcid.org/0000-0002-5178-9676
Universidad Hipócrates
Acapulco de Juárez, México
Edwin Yepes Gonzalez
egyepes@ucompensar.edu.co
https://orcid.org/0000-0002-9282-8918
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
Liliana Patricias Arias Jiménez
lpatriciaarias@ucompensar.edu.co
https://orcid.org/0000-0003-1859-4671
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
Franz Esteban Rodriguez Franky
ferodriguezf@ucompensar.edu.co
https://orcid.org/0000-0002-5253-3015
Fundación Universitaria Compensar, Bogotá
Bogotá, Colombia
ABSTRACT
This research highlights the critical role of education in shaping well-rounded individuals who can
respond to societal and environmental needs. At Universidad Hipócrates, education is approached
holistically, integrating academic, social, and ethical dimensions. The institution's model emphasizes
not only intellectual development but also extracurricular activities, environmental awareness, and
fostering a sense of responsibility towards the community. The study also examines COMPENSAR’s
vision, which advocates for breaking down cultural and societal barriers through education, promoting
inclusivity, and recognizing the importance of intercultural dialogue. By connecting, empowering, and
educating, this methodology aligns with the university’s vision of creating competent individuals who
are prepared for the challenges of both the local and global environment. The conclusions emphasize
the need for educational models to adapt continuously, ensuring they align with evolving social and
environmental objectives. The study calls for educational systems that cultivate intellectual, social, and
environmental competencies, fostering responsible citizens and professionals who contribute to global
sustainability. This research provides a foundation for further exploration into how educational
institutions can integrate these elements to develop transformative educational practices.
Keywords: education quality, holistic education, environmental responsibility
1 Autor principal
Correspondencia: erickga29@gmail.com
pág. 4549
Creando un Modelo de Educación Inclusiva y Sostenible. Universidad
Hipócrates- Universidad Compensar perspectiva
RESUMEN
Esta investigación resalta el papel crucial de la educación en la formación de individuos Ãntegros,
capaces de responder a las necesidades sociales y ambientales. En la Universidad Hipócrates, la
educación se aborda de manera holÃstica, integrando dimensiones académicas, sociales y éticas. El
modelo de la institución enfatiza no solo el desarrollo intelectual, sino también las actividades
extracurriculares, la conciencia ambiental y el fomento de un sentido de responsabilidad hacia la
comunidad. El estudio también examina la visión de COMPENSAR, que aboga por derribar barreras
culturales y sociales a través de la educación, promoviendo la inclusión y reconociendo la importancia
del diálogo intercultural. Al conectar, empoderar y educar, esta metodologÃa se alinea con la visión de
la universidad de formar individuos competentes, preparados para afrontar los desafÃos tanto del entorno
local como global. Las conclusiones destacan la necesidad de que los modelos educativos se adapten de
manera continua, asegurando su alineación con los objetivos sociales y ambientales en evolución. El
estudio hace un llamado a los sistemas educativos para que cultiven competencias intelectuales, sociales
y ambientales, fomentando ciudadanos y profesionales responsables que contribuyan a la sostenibilidad
global. Esta investigación proporciona una base para explorar cómo las instituciones educativas pueden
integrar estos elementos para desarrollar prácticas educativas transformadoras.
Palabras clave: calidad educativa, educación holÃstica, responsabilidad ambiental
ArtÃculo recibido 03 marzo 2025
Aceptado para publicación: 25 abril 2025
Creando un Modelo de Educación Inclusiva y Sostenible. Universidad
Hipócrates- Universidad Compensar perspectiva
RESUMEN
Esta investigación resalta el papel crucial de la educación en la formación de individuos Ãntegros,
capaces de responder a las necesidades sociales y ambientales. En la Universidad Hipócrates, la
educación se aborda de manera holÃstica, integrando dimensiones académicas, sociales y éticas. El
modelo de la institución enfatiza no solo el desarrollo intelectual, sino también las actividades
extracurriculares, la conciencia ambiental y el fomento de un sentido de responsabilidad hacia la
comunidad. El estudio también examina la visión de COMPENSAR, que aboga por derribar barreras
culturales y sociales a través de la educación, promoviendo la inclusión y reconociendo la importancia
del diálogo intercultural. Al conectar, empoderar y educar, esta metodologÃa se alinea con la visión de
la universidad de formar individuos competentes, preparados para afrontar los desafÃos tanto del entorno
local como global. Las conclusiones destacan la necesidad de que los modelos educativos se adapten de
manera continua, asegurando su alineación con los objetivos sociales y ambientales en evolución. El
estudio hace un llamado a los sistemas educativos para que cultiven competencias intelectuales, sociales
y ambientales, fomentando ciudadanos y profesionales responsables que contribuyan a la sostenibilidad
global. Esta investigación proporciona una base para explorar cómo las instituciones educativas pueden
integrar estos elementos para desarrollar prácticas educativas transformadoras.
Palabras clave: calidad educativa, educación holÃstica, responsabilidad ambiental
ArtÃculo recibido 03 marzo 2025
Aceptado para publicación: 25 abril 2025
pág. 4550
INTRODUCTION
Education has long been viewed as a transformative force in society, shaping not only individuals but
entire communities. Historically, educators such as John Dewey (1916) emphasized the role of education
as a social process, linking learning to active participation in society. Dewey argued that schools are
miniature societies where students learn to become active, democratic citizens. Similarly, Paulo Freire
(1970) advocated for a critical pedagogy where education empowers individuals to challenge social
inequalities and become agents of change. These foundational ideas underscore the importance of
educational models that go beyond rote memorization, emphasizing instead the role of education in
fostering critical thinking, civic responsibility, and social engagement.
In recent decades, the concept of the "change agent" in education has gained prominence, reflecting the
idea that educators and students alike play a pivotal role in driving societal transformation. According
to Fullan (1993), change agents are individuals within or outside an organization who effectively
introduce innovations, new perspectives, or reforms, often without formal authority. In education,
teachers are seen as key agents who not only impart knowledge but also inspire students to engage with
their communities and effect positive change. Fullan (2011) later expanded on this idea, asserting that
educational institutions must foster environments where change is encouraged, and where students are
empowered to become active participants in the transformation of society.
This notion of education as a catalyst for societal change is closely aligned with the educational model
of Hipócrates University, which integrates teaching, research, innovation, and community engagement
as its core functions. The university's model is built on a holistic, multidisciplinary, and inter-relational
framework, aiming to prepare students not just for professional success but for meaningful social
contributions. The model recognizes that knowledge is interconnected and that real-world problems
require a comprehensive, interdisciplinary approach.
Furthermore, education in this context is not a neutral process but one that is deeply intertwined with
societal values, history, and culture. Chaves et al. (2021) highlight that education should aim to cultivate
individuals who are responsible, ethical, and capable of responding to the needs of their time. This
requires a shift away from traditional models that focus solely on academic achievement, towards an
approach that considers the emotional, social, and ethical dimensions of learning. By fostering empathy,
INTRODUCTION
Education has long been viewed as a transformative force in society, shaping not only individuals but
entire communities. Historically, educators such as John Dewey (1916) emphasized the role of education
as a social process, linking learning to active participation in society. Dewey argued that schools are
miniature societies where students learn to become active, democratic citizens. Similarly, Paulo Freire
(1970) advocated for a critical pedagogy where education empowers individuals to challenge social
inequalities and become agents of change. These foundational ideas underscore the importance of
educational models that go beyond rote memorization, emphasizing instead the role of education in
fostering critical thinking, civic responsibility, and social engagement.
In recent decades, the concept of the "change agent" in education has gained prominence, reflecting the
idea that educators and students alike play a pivotal role in driving societal transformation. According
to Fullan (1993), change agents are individuals within or outside an organization who effectively
introduce innovations, new perspectives, or reforms, often without formal authority. In education,
teachers are seen as key agents who not only impart knowledge but also inspire students to engage with
their communities and effect positive change. Fullan (2011) later expanded on this idea, asserting that
educational institutions must foster environments where change is encouraged, and where students are
empowered to become active participants in the transformation of society.
This notion of education as a catalyst for societal change is closely aligned with the educational model
of Hipócrates University, which integrates teaching, research, innovation, and community engagement
as its core functions. The university's model is built on a holistic, multidisciplinary, and inter-relational
framework, aiming to prepare students not just for professional success but for meaningful social
contributions. The model recognizes that knowledge is interconnected and that real-world problems
require a comprehensive, interdisciplinary approach.
Furthermore, education in this context is not a neutral process but one that is deeply intertwined with
societal values, history, and culture. Chaves et al. (2021) highlight that education should aim to cultivate
individuals who are responsible, ethical, and capable of responding to the needs of their time. This
requires a shift away from traditional models that focus solely on academic achievement, towards an
approach that considers the emotional, social, and ethical dimensions of learning. By fostering empathy,
pág. 4551
collaboration, and critical thinking, educational institutions can produce graduates who are not only
knowledgeable but also socially responsible citizens.
As Brown et al. (2021) argue, teachers, as educational change agents, play a crucial role in implementing
these ideas within the classroom. They have the potential to influence the way students perceive their
role in society, encouraging them to think beyond individual success and consider their broader impact.
This aligns with the mission of Hipócrates University, which emphasizes educating, connecting, and
empowering students to contribute positively to social well-being. The university’s model aims to
develop individuals who are not only experts in their fields but also active participants in the betterment
of their communities.
The role of education in societal transformation is also evident in the broader discourse on sustainable
development and social justice. The United Nations' Sustainable Development Goal 4 (United Nations,
s.f.) emphasizes quality education as a means to achieve inclusive and equitable societies. Educational
institutions, therefore, have a responsibility to incorporate these values into their curricula, ensuring that
students are prepared to address issues such as inequality, environmental sustainability, and global
citizenship. Hipócrates University reflects this global agenda by integrating social responsibility and
community engagement into its educational model, thereby positioning education as a key driver of
social change.
From a developmental perspective, the process of becoming a change agent begins early in life. As Jean
Piaget (1952) emphasized, cognitive development occurs in stages, with children gradually acquiring
the ability to think critically and engage with their surroundings. Early childhood education lays the
foundation for this development, helping children learn to navigate social relationships and understand
their role in the world. As students progress through the educational system, they continue to develop
these skills, culminating in higher education, where they are encouraged to apply their knowledge to
real-world problems. In this sense, education serves as a continuous process of empowerment, guiding
individuals from infancy to adulthood in their journey to become active, informed members of society.
Thus, education is not only a pathway to personal success but a powerful tool for societal transformation.
From the earliest years of childhood to the postgraduate level, students are shaped by their educational
experiences, developing the skills, knowledge, and values needed to become agents of change. This is
collaboration, and critical thinking, educational institutions can produce graduates who are not only
knowledgeable but also socially responsible citizens.
As Brown et al. (2021) argue, teachers, as educational change agents, play a crucial role in implementing
these ideas within the classroom. They have the potential to influence the way students perceive their
role in society, encouraging them to think beyond individual success and consider their broader impact.
This aligns with the mission of Hipócrates University, which emphasizes educating, connecting, and
empowering students to contribute positively to social well-being. The university’s model aims to
develop individuals who are not only experts in their fields but also active participants in the betterment
of their communities.
The role of education in societal transformation is also evident in the broader discourse on sustainable
development and social justice. The United Nations' Sustainable Development Goal 4 (United Nations,
s.f.) emphasizes quality education as a means to achieve inclusive and equitable societies. Educational
institutions, therefore, have a responsibility to incorporate these values into their curricula, ensuring that
students are prepared to address issues such as inequality, environmental sustainability, and global
citizenship. Hipócrates University reflects this global agenda by integrating social responsibility and
community engagement into its educational model, thereby positioning education as a key driver of
social change.
From a developmental perspective, the process of becoming a change agent begins early in life. As Jean
Piaget (1952) emphasized, cognitive development occurs in stages, with children gradually acquiring
the ability to think critically and engage with their surroundings. Early childhood education lays the
foundation for this development, helping children learn to navigate social relationships and understand
their role in the world. As students progress through the educational system, they continue to develop
these skills, culminating in higher education, where they are encouraged to apply their knowledge to
real-world problems. In this sense, education serves as a continuous process of empowerment, guiding
individuals from infancy to adulthood in their journey to become active, informed members of society.
Thus, education is not only a pathway to personal success but a powerful tool for societal transformation.
From the earliest years of childhood to the postgraduate level, students are shaped by their educational
experiences, developing the skills, knowledge, and values needed to become agents of change. This is
pág. 4552
why education holds such a crucial role in society, as it has the potential to create individuals who are
equipped to address the challenges of their time and contribute meaningfully to the well-being of their
communities.
The objective of this article is to provide a preliminary exploration of the literature surrounding the
importance of an educational model with a social focus. Hipócrates University serves as a case study,
with its educational model reflecting the institution's core functions of teaching, research, innovation,
and community engagement, as declared in its mission. This exploration aims to highlight how
educational models that emphasize social responsibility can serve as strategies for fostering societal
well-being, and how they can be adapted to meet the evolving needs of the 21st century.
METHODOLOGY
This research adopts a structured, multi-phase methodological approach grounded in well-established
academic frameworks. Initially, the investigation follows a documentary research method, as defined
by Hernández Sampieri et al. (2014), which emphasizes the systematic review of literature. This phase
focuses on consolidating the theoretical foundation around education and educational models, providing
an in-depth exploration of their definitions, significance, and practical implications. The documentary
approach allows for a comprehensive understanding of existing frameworks and contextualizes the
research within broader educational paradigms.
The second phase of the methodology involves the use of anecdotal records, a qualitative technique to
capture real-life experiences and observations of individuals within a specific context. In this case, the
anecdotal experiences of staff members at Universidad Hipócrates will be documented to reflect the
perceived influence, impact, and metrics of the educational model applied in their institutional setting.
Authors such as Beaty (2016) and Levin and Nolan (2010) support anecdotal recording as a valuable
method for capturing authentic, qualitative insights that are significant for educational research. This
phase is designed to not only complement the documentary analysis but also bring personal, real-world
insights into the broader academic discourse.
The third phase integrates an anecdotal record approach involving Joe Carvin, the founder and CEO of
OneWorld, whose methodology of "Educate, Connect, and Empower" provides a comparative
why education holds such a crucial role in society, as it has the potential to create individuals who are
equipped to address the challenges of their time and contribute meaningfully to the well-being of their
communities.
The objective of this article is to provide a preliminary exploration of the literature surrounding the
importance of an educational model with a social focus. Hipócrates University serves as a case study,
with its educational model reflecting the institution's core functions of teaching, research, innovation,
and community engagement, as declared in its mission. This exploration aims to highlight how
educational models that emphasize social responsibility can serve as strategies for fostering societal
well-being, and how they can be adapted to meet the evolving needs of the 21st century.
METHODOLOGY
This research adopts a structured, multi-phase methodological approach grounded in well-established
academic frameworks. Initially, the investigation follows a documentary research method, as defined
by Hernández Sampieri et al. (2014), which emphasizes the systematic review of literature. This phase
focuses on consolidating the theoretical foundation around education and educational models, providing
an in-depth exploration of their definitions, significance, and practical implications. The documentary
approach allows for a comprehensive understanding of existing frameworks and contextualizes the
research within broader educational paradigms.
The second phase of the methodology involves the use of anecdotal records, a qualitative technique to
capture real-life experiences and observations of individuals within a specific context. In this case, the
anecdotal experiences of staff members at Universidad Hipócrates will be documented to reflect the
perceived influence, impact, and metrics of the educational model applied in their institutional setting.
Authors such as Beaty (2016) and Levin and Nolan (2010) support anecdotal recording as a valuable
method for capturing authentic, qualitative insights that are significant for educational research. This
phase is designed to not only complement the documentary analysis but also bring personal, real-world
insights into the broader academic discourse.
The third phase integrates an anecdotal record approach involving Joe Carvin, the founder and CEO of
OneWorld, whose methodology of "Educate, Connect, and Empower" provides a comparative
pág. 4553
framework for understanding the social impacts of educational models. OneWorld United Vision's
method emphasizes transformative learning experiences that begins with empowering students in order
to promote individual and societal empowerment; thereby offering a rich contrast and additional
perspective to the findings gathered from Universidad Hipócrates.
This methodological approach ensures that the study is not solely a literature review but rather a dynamic
and multifaceted investigation that includes both theoretical insights and lived experiences. It employs
qualitative techniques, which, according to Flick (2018), allow for an in-depth understanding of the
phenomena under study and are particularly useful in exploring complex social processes such as
education. Additionally, this approach encourages the generation of new research avenues, particularly
in areas related to the evaluation, follow-up, and enhancement of educational models.
By combining documentary analysis with anecdotal evidence, the research aims to provide a holistic
view of educational models' importance and functionality, as well as contribute to ongoing discussions
on how such models can foster social change. This also aligns with Stake's (1995) notion of qualitative
research as a method to understand and interpret lived experiences, ensuring that findings are grounded
in both theory and practice.
RESULTS AND DISCUSSION
The results of this research show the alignment with previous studies in the field of educational
transformation through the integration of technology and collaborative learning. The data gathered
reveal the importance about the need of emphasize student-centered learning and technology integration,
because it has profound effects on both teaching and learning outcomes. As Çelik and Kasimoglu (2019)
emphasize, educational models that incorporate technological tools are not merely adjuncts to traditional
learning but are fundamental in creating transformative and innovative educational experiences. This
shift requires both teachers and students to engage in active problem-solving, reinforcement, and
feedback, ultimately enhancing the learning process. The success of these models depends not just on
the technology itself but on how it is integrated into pedagogical strategies that promote engagement,
self-directed learning, and collaboration.
A central finding of this study is that educational institutions must adapt their curricula and teaching
framework for understanding the social impacts of educational models. OneWorld United Vision's
method emphasizes transformative learning experiences that begins with empowering students in order
to promote individual and societal empowerment; thereby offering a rich contrast and additional
perspective to the findings gathered from Universidad Hipócrates.
This methodological approach ensures that the study is not solely a literature review but rather a dynamic
and multifaceted investigation that includes both theoretical insights and lived experiences. It employs
qualitative techniques, which, according to Flick (2018), allow for an in-depth understanding of the
phenomena under study and are particularly useful in exploring complex social processes such as
education. Additionally, this approach encourages the generation of new research avenues, particularly
in areas related to the evaluation, follow-up, and enhancement of educational models.
By combining documentary analysis with anecdotal evidence, the research aims to provide a holistic
view of educational models' importance and functionality, as well as contribute to ongoing discussions
on how such models can foster social change. This also aligns with Stake's (1995) notion of qualitative
research as a method to understand and interpret lived experiences, ensuring that findings are grounded
in both theory and practice.
RESULTS AND DISCUSSION
The results of this research show the alignment with previous studies in the field of educational
transformation through the integration of technology and collaborative learning. The data gathered
reveal the importance about the need of emphasize student-centered learning and technology integration,
because it has profound effects on both teaching and learning outcomes. As Çelik and Kasimoglu (2019)
emphasize, educational models that incorporate technological tools are not merely adjuncts to traditional
learning but are fundamental in creating transformative and innovative educational experiences. This
shift requires both teachers and students to engage in active problem-solving, reinforcement, and
feedback, ultimately enhancing the learning process. The success of these models depends not just on
the technology itself but on how it is integrated into pedagogical strategies that promote engagement,
self-directed learning, and collaboration.
A central finding of this study is that educational institutions must adapt their curricula and teaching
pág. 4554
methodologies to integrate these emerging models. Britton (2016) highlights the importance of
understanding social responsibility within the context of educational design, suggesting that any
curricular change or pedagogical innovation must take into account the broader social implications. For
example, teachers and schools must consider how they can design curricula that encourage students to
think critically about the world around them while equipping them with the necessary skills to engage
with contemporary challenges. This includes the responsibility of fostering not only cognitive skills but
also social and emotional development. In this way, design processes within education invite
participation, meaningful change, and a response to complex societal issues, much like design in the
corporate or technological sectors.
Moreover, the research presents those collaborative approaches in educational settings, as advocated by
Ferreira Batista and Henrique Helal (2021), have the potential to generate significant social and cultural
capital within the school community. Collaborative learning, which involves shared problem-solving,
peer feedback, and collective decision-making, is shown to enhance students' academic, emotional, and
social development. Ziegler (2017) supports this view, noting that collaboration in educational contexts
helps to create a sense of shared responsibility and collective empowerment. This is particularly
important in light of the increasingly complex challenges facing modern societies, where social
innovation and community-based approaches are essential for sustainable development. Schools,
therefore, must function not only as places of academic learning but as spaces where students develop
the skills and attitudes necessary for effective collaboration and social engagement.
Another key finding relates to the role of flipped classrooms in promoting deeper learning and fostering
a sense of agency among students. Traditional models of education, where teachers act as the primary
source of knowledge, are increasingly seen as insufficient in preparing students for the demands of the
21st century. Instead, flipped classrooms encourage students to take ownership of their learning by
engaging with materials outside of class, leaving in-class time for active learning, such as discussions,
problem-solving exercises, and collaborative projects (Ferreira Batista & Henrique Helal, 2021). This
model not only enhances student engagement but also allows for a more personalized learning
experience, as students can work at their own pace and receive targeted feedback from teachers during
in-class sessions.
methodologies to integrate these emerging models. Britton (2016) highlights the importance of
understanding social responsibility within the context of educational design, suggesting that any
curricular change or pedagogical innovation must take into account the broader social implications. For
example, teachers and schools must consider how they can design curricula that encourage students to
think critically about the world around them while equipping them with the necessary skills to engage
with contemporary challenges. This includes the responsibility of fostering not only cognitive skills but
also social and emotional development. In this way, design processes within education invite
participation, meaningful change, and a response to complex societal issues, much like design in the
corporate or technological sectors.
Moreover, the research presents those collaborative approaches in educational settings, as advocated by
Ferreira Batista and Henrique Helal (2021), have the potential to generate significant social and cultural
capital within the school community. Collaborative learning, which involves shared problem-solving,
peer feedback, and collective decision-making, is shown to enhance students' academic, emotional, and
social development. Ziegler (2017) supports this view, noting that collaboration in educational contexts
helps to create a sense of shared responsibility and collective empowerment. This is particularly
important in light of the increasingly complex challenges facing modern societies, where social
innovation and community-based approaches are essential for sustainable development. Schools,
therefore, must function not only as places of academic learning but as spaces where students develop
the skills and attitudes necessary for effective collaboration and social engagement.
Another key finding relates to the role of flipped classrooms in promoting deeper learning and fostering
a sense of agency among students. Traditional models of education, where teachers act as the primary
source of knowledge, are increasingly seen as insufficient in preparing students for the demands of the
21st century. Instead, flipped classrooms encourage students to take ownership of their learning by
engaging with materials outside of class, leaving in-class time for active learning, such as discussions,
problem-solving exercises, and collaborative projects (Ferreira Batista & Henrique Helal, 2021). This
model not only enhances student engagement but also allows for a more personalized learning
experience, as students can work at their own pace and receive targeted feedback from teachers during
in-class sessions.
pág. 4555
The role of technology in these models cannot be overstated. As Çelik and Kasimoglu (2019) suggest,
technology is not simply a tool to make learning more convenient but a transformative force that changes
the very nature of education. In flipped classrooms, technology enables students to access instructional
materials, engage with interactive content, and collaborate with peers and teachers in ways that were not
possible in traditional settings. However, the success of this model depends on the effective integration
of technology into pedagogical practices, with an emphasis on using technology to enhance, rather than
replace, traditional forms of learning.
Furthermore, the research highlights the need for schools to adopt a holistic approach to education that
addresses not only students' academic needs but also their emotional and social development. Britton's
(2016) discussion of social responsibility in design processes is particularly relevant here, as it suggests
that schools must design their curricula and pedagogical practices in ways that promote social
engagement and responsibility. This aligns with the broader goals of education, which include preparing
students to be active, informed, and responsible citizens who are capable of contributing to the well-
being of their communities and society as a whole.
Social innovation, as described by Vercher et al. (2020) highlights how social innovation in rural areas
can bring about meaningful social change by involving community members in the development of
solutions to local challenges. In the context of education, social innovation can take the form of new
teaching methods, curricular designs, or collaborative learning models that engage students as active
participants in their own learning. By promoting social innovation in schools, educators can help
students develop the skills and attitudes necessary to address the complex challenges facing their
communities and society at large.
Additionally, is important to mention the importance of fostering a collaborative culture within schools.
According to Ibrahim (2017), collective capabilities are essential for grassroots-led development, which
parallels the need for collaborative learning environments in schools. When students and teachers work
together towards shared goals, they build collective capabilities that extend beyond the classroom,
enabling them to contribute to the broader social good. Neumeier (2012) also emphasizes the importance
of social innovation in rural development, suggesting that schools in rural areas can play a critical role
in promoting social innovation by serving as hubs of learning and collaboration.
The role of technology in these models cannot be overstated. As Çelik and Kasimoglu (2019) suggest,
technology is not simply a tool to make learning more convenient but a transformative force that changes
the very nature of education. In flipped classrooms, technology enables students to access instructional
materials, engage with interactive content, and collaborate with peers and teachers in ways that were not
possible in traditional settings. However, the success of this model depends on the effective integration
of technology into pedagogical practices, with an emphasis on using technology to enhance, rather than
replace, traditional forms of learning.
Furthermore, the research highlights the need for schools to adopt a holistic approach to education that
addresses not only students' academic needs but also their emotional and social development. Britton's
(2016) discussion of social responsibility in design processes is particularly relevant here, as it suggests
that schools must design their curricula and pedagogical practices in ways that promote social
engagement and responsibility. This aligns with the broader goals of education, which include preparing
students to be active, informed, and responsible citizens who are capable of contributing to the well-
being of their communities and society as a whole.
Social innovation, as described by Vercher et al. (2020) highlights how social innovation in rural areas
can bring about meaningful social change by involving community members in the development of
solutions to local challenges. In the context of education, social innovation can take the form of new
teaching methods, curricular designs, or collaborative learning models that engage students as active
participants in their own learning. By promoting social innovation in schools, educators can help
students develop the skills and attitudes necessary to address the complex challenges facing their
communities and society at large.
Additionally, is important to mention the importance of fostering a collaborative culture within schools.
According to Ibrahim (2017), collective capabilities are essential for grassroots-led development, which
parallels the need for collaborative learning environments in schools. When students and teachers work
together towards shared goals, they build collective capabilities that extend beyond the classroom,
enabling them to contribute to the broader social good. Neumeier (2012) also emphasizes the importance
of social innovation in rural development, suggesting that schools in rural areas can play a critical role
in promoting social innovation by serving as hubs of learning and collaboration.
pág. 4556
Sepúlveda-Parrini et al. (2024), along with contributions from other scholars (Cheng, 2017; Junblut et
al., 2015; Scharager Goldenberg, 2018), provide a multifaceted exploration of educational quality by
categorizing it in a way that highlights different dimensions and interpretations. These categories help
to better understand the complexities of quality in education and offer a framework for evaluating
various educational systems. The authors discuss the following dimensions:
➢ Adjustment for Purpose: This dimension refers to the degree to which an educational institution
or program fulfills the goals and objectives it promises to deliver. Essentially, it measures how well the
actual outcomes align with the intended purposes or promises made by the institution, ensuring that what
is offered is accurately delivered. In this sense, quality becomes synonymous with reliability and the
fulfillment of expectations.
➢ Value for Money: This aspect bridges the relationship between the financial aspects of education
and the educational outcomes delivered. It involves the economic efficiency of educational provisions,
ensuring that the resources invested (monetary and otherwise) are justified by the outcomes, which can
be quantified in terms of student success, employability, or societal impact. It underscores the
importance of balancing costs with educational benefits, ensuring the system is sustainable and
beneficial.
➢ External Accountability and Audit Processes: Quality assurance in education often involves
external reviews, similar to those found in business and service sectors. This accountability is crucial
for maintaining high standards and public trust in educational institutions. Quality assurance
mechanisms ensure that institutions not only meet internal goals but also comply with external
regulations and standards, aligning their practices with broader expectations of accountability.
➢ Quality as Excellence: In this context, quality is associated with achieving the highest standards
of academic excellence. It implies creating conditions that are challenging, selective, and designed to
foster exceptional achievement among students. Educational programs that embody this idea often
emphasize rigorous academic standards and produce graduates who are highly competitive in their
respective fields.
➢ Quality as Exceptional: This interpretation focuses on distinctive attributes that set a program or
institution apart from others. It highlights unique features of educational environments, curricula, or
Sepúlveda-Parrini et al. (2024), along with contributions from other scholars (Cheng, 2017; Junblut et
al., 2015; Scharager Goldenberg, 2018), provide a multifaceted exploration of educational quality by
categorizing it in a way that highlights different dimensions and interpretations. These categories help
to better understand the complexities of quality in education and offer a framework for evaluating
various educational systems. The authors discuss the following dimensions:
➢ Adjustment for Purpose: This dimension refers to the degree to which an educational institution
or program fulfills the goals and objectives it promises to deliver. Essentially, it measures how well the
actual outcomes align with the intended purposes or promises made by the institution, ensuring that what
is offered is accurately delivered. In this sense, quality becomes synonymous with reliability and the
fulfillment of expectations.
➢ Value for Money: This aspect bridges the relationship between the financial aspects of education
and the educational outcomes delivered. It involves the economic efficiency of educational provisions,
ensuring that the resources invested (monetary and otherwise) are justified by the outcomes, which can
be quantified in terms of student success, employability, or societal impact. It underscores the
importance of balancing costs with educational benefits, ensuring the system is sustainable and
beneficial.
➢ External Accountability and Audit Processes: Quality assurance in education often involves
external reviews, similar to those found in business and service sectors. This accountability is crucial
for maintaining high standards and public trust in educational institutions. Quality assurance
mechanisms ensure that institutions not only meet internal goals but also comply with external
regulations and standards, aligning their practices with broader expectations of accountability.
➢ Quality as Excellence: In this context, quality is associated with achieving the highest standards
of academic excellence. It implies creating conditions that are challenging, selective, and designed to
foster exceptional achievement among students. Educational programs that embody this idea often
emphasize rigorous academic standards and produce graduates who are highly competitive in their
respective fields.
➢ Quality as Exceptional: This interpretation focuses on distinctive attributes that set a program or
institution apart from others. It highlights unique features of educational environments, curricula, or