An analysis of educational innovation culture by a Delphi expert panel

Abstract

This paper aims to reflect on educational innovation from the point of view of its representation as an indispensable element within the pedagogical culture of educational centers. We present the current elements that constitute the definition of educational innovation, its dimensions, obstacles, and determining factors that will delimit the institutionalization of the innovation process in education. To achieve this aim, we applied the Delphi technique and formulated questions whose answers were agreed upon in several iterations by 20 experts. The results have been organized into four categories that provide the backbone features of the visions, paradigms, opinions, and relevant pedagogical reflections on the concept of innovation, on the organization and participants in the process of innovation, on the pressures and resistance encountered during the process, and on the promotion and trends of educational innovation. We conclude that the definition of educational innovation requires a reflective yet critical and transformative component and that there is a close relationship between innovation and leadership in educational centers. We highlight the lack of time and weak training as the main factors limiting the implementation of reflective and transformative educational innovation processes. Finally, we highlight that promoting an educational innovation culture should be based on flexible research and evaluation processes that enable decision-making and favor pedagogical beliefs for change, together with continuous collaborative support.

Communicating educational innovation projects in Latin America mediated by the scaling of complex thinking: Contribution of the UNESCO-ICDE Chair in Mexico

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Scenarios of the innovative development of education in the context of the Russian economy’s modernization: entrepreneurial universities vs. high-tech universities

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The social innovation profile in students as a transformation strategy: structural equation modeling

“…Research on entrepreneurial management has been mainly related to the business sphere (Long et al, 2021;Ratten et al, 2021;Singh et al, 2022;Pallathadka et al, 2023) highlighting it as an essential element in the concretization of the actions raised, in the case of entrepreneurial management as a social entrepreneurship competence studies are scarce (Bonesso et al, 2018;Okolie et al, 2021;Cruz-Sandoval et al, 2022;Parejo et al, 2022;Romero and Nalangan, 2023) in particular, no studies were identified that relate entrepreneurial management to other variables that can explain the profile of social innovation in students, The literature on the subject highlights that entrepreneurial management is one of the elements in education to which less importance has been given and that this could have repercussions on the lack of confidence to undertake social entrepreneurship and thus to carry out actions that generate a social impact, so it is necessary to develop educational programs to promote entrepreneurial skills in the economic, social or technological fields (Ahmed et al, 2020;Jena, 2020;Aledo Ruiz, 2022).…”